Skip to main content
SpringerLink
Log in

The effects of cooperative learning on Turkish elementary students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods

  • Published:
Educational Studies in Mathematics Aims and scope Submit manuscript

Abstract

This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions (STAD) on fourth grade students’ academic achievement in and attitudes towards mathematics. Seven classes of a school were randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the 3 X 1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were found to have positive effects (d = 1.003 for TAI and d = 0.40 for STAD) on students’ academic achievement in mathematics. The pairwise comparisons showed that the TAI method had a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric statistics. As a result of this analysis, no significant difference was observed regarding students’ attitudes towards mathematics.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, D. M., & Hamm, M. E. (1990). Cooperative learning: Critical thinking and collaboration across the curriculum. Springfield, IL: Thomas.

    Google Scholar 

  • Baykul, Y. (1990). Ilkokul Beşinci Siniftan Lise ve Dengi Okullarin Son Siniflarina Kadar Matematik ve Fen Derslerine Karşi Tutumda Görülen Değişmeler ve Öğrenci Yerleştirme Sinavindaki Başari ile Ilişkili Olduğu Düşünülen Bazi Faktörler, ÖSYM yayınları 4, Ankara.

  • Blosser, P. E. (1992). Using cooperative learning in science education. Retrieved September 20, 2005, from Clearinghouse for Science, Mathematics and Environmental Education web site: http://www.ericse.org/Bulletins/SEB92-1.html.

  • Bono, D. L. (1991). The impact of cooperative learning on Suzy and Janie’s attitudes about math. Retrieved May 20, 2007 from ERIC website: http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/22/d6/4f.pdf.

  • Bonoparte, E. P. C. (1990). The effects of cooperative versus competitive classroom organisation for mastery learning on the mathematical achievement and self-esteem of urban second grade pupils. Dissertation Abstracts International, 50(7), 1911.

    Google Scholar 

  • Bryant, R. R. (1981). Effects of team assisted individualisation on the attitudes and achievement of third, fourth and fifth grade students of mathematics. Dissertation Abstract International, 43(1), 70.

    Google Scholar 

  • Cohen, J. (1977). Statistical power analysis for the behavioral science (rev. ed.). New York: Academic.

    Google Scholar 

  • Emley, W. P. (1986). The effects of cooperative learning versus individualized instruction in a college level remedial mathematics course, with relation to attitudes toward mathematics and Myers-Briggs personality type. Dissertation Abstracts International, 48(1), 70.

    Google Scholar 

  • Fiore, G. (1999). Math abused students: Are we prepared to teach them. The Mathematics Teacher, 92(5), 403–406.

    Article  Google Scholar 

  • Freedman L. J., Sears, O. D., & Carlsmith, J. M. (1987). Social psychology. San Francisco: Prentice-Hall.

    Google Scholar 

  • Gilbert-Macmillan, K. M. (1983). Mathematical problem solving in cooperative small groups and whole class instruction. Dissertation Abstracts International, 2700, 4409A.

    Google Scholar 

  • Gömleksiz, M. (1997). Cooperative learning: An experimental study on math achievement and building friendship on fourth grade students. Adana: Baki.

    Google Scholar 

  • Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic.

    Google Scholar 

  • Iflazoğlu, A. (1999). The effectiveness of the team-assisted individualization technique on the mathematics achievement and attitudes towards mathematics at the 5th grade elementary education, Master of arts dissertation. Adana: University of Cukurova.

  • Johnson, D. W., & Johnson, R. T. (1981). Effects of cooperative and individualistic learning experiences on interethnic interaction. Journal of Educational Psychology, 73(3), 444–449.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition, 2nd ed. Edina, Minnesota: Interaction.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1991). Learning mathematics and cooperative learning lesson plans for teacher. Edina, Minnesota: Interaction.

    Google Scholar 

  • Johnson, D. W., Johnson, R. T., & Stanne, M. E. (2000). Cooperative learning methods: A meta-analysis. Retrieved June 15, 2004, from Cooperative Learning Center website: http://www.co-operation.org/pages/cl-methods.html.

  • Kagan, S. (1992). Cooperative learning. Paseo Espada: Resources for Teachers, Inc.

  • Leikin, R., & Zaslavsky, O. (1997). Facilitating student interactions in mathematics in a cooperative learning setting. Journal for Research in Mathematics Education, 28(3), 331–354.

    Article  Google Scholar 

  • Leikin, R., & Zaslavsky, O. (1999). Cooperative learning in mathematics. Mathematics Teacher, 92(3), 240.

    Article  Google Scholar 

  • Martinez, J. G. R., & Martinez, N. C. (2003). Raising middle school math standards without raising anxiety. Middle School Journal, 34(4), 27–35.

    Article  Google Scholar 

  • Oishi, S. S. (1983). Effects of team-assisted individualization in mathematics on cross-race and cross-sex interaction of elementary school children. Dissertation Abstracts International, 44(12), 3622.

    Google Scholar 

  • Othman, N. (1997). The effects of cooperative learning and traditional mathematics instruction in grade K-12: A meta-analysis of findings. Dissertations Abstract International, 57(12), 5090.

    Google Scholar 

  • Sharan, S. (1980). Cooperative learning in small groups: recent methods and effects on achievement attitudes and ethnic relations. Review of Educational Research, 50(2), 241–271.

    Article  Google Scholar 

  • Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342.

    Article  Google Scholar 

  • Slavin, R. E. (1985). An introduction to cooperative learning research. In: R. Slavin, S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb & R. Schmuck (Eds.), Learning to Cooperate, Cooperating to Learn. New York: Plenum.

    Chapter  Google Scholar 

  • Slavin, R. E. (1987). Cooperative learning and cooperative school. Educational Leadership, 45, 7–13.

    Google Scholar 

  • Slavin, R. E. (1988). Cooperative learning and student achievement. Educational Leadership, 46(2), 31–33.

    Google Scholar 

  • Slavin, R. E. (1990). Learning together. American School Board Journal, 177, 22–23.

    Google Scholar 

  • Slavin, R. E. (1995). Cooperative learning: Theory, research and practice. Boston: Allyn & Bacon.

    Google Scholar 

  • Slavin, R. E., & Cooper, R. (1999). Improving intergroup relation: lessons learned from cooperative learning programs. Journal of Social Issues, 55(4), 647–663.

    Article  Google Scholar 

  • Slavin, R. E., & Karweit, N. L. (1984). Mastery learning and student teams: A factorial experiment in urban general mathematics classes. American Educational Research Journal, 21, 725–736.

    Article  Google Scholar 

  • Slavin, R. E., & Karweit, N. L. (1985). Effects of whole class, ability grouped and individualised instruction on mathematics achievement. American Educational Research Journal, 22(3), 351–367.

    Article  Google Scholar 

  • Slavin, R. E., Leavey, M. B., & Madden, N. A. (1984a). Combining cooperative learning and individualised instruction: Effects on student mathematics achievement, attitudes, and behaviours. The Elementary School Journal, 84(4), 409–422.

    Article  Google Scholar 

  • Slavin, R. E., Madden, N. A., & Leavey, M. (1984b). Effects of team-assisted individualisation on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76(5), 813–819.

    Article  Google Scholar 

  • Slavin, R. E., Madden, N. A., & Leavey, M. (1984c). Effects of cooperative learning and individualised instruction on mainstreamed students. Exceptional Children, 50, 434–443.

    Article  Google Scholar 

  • Whicker, K. M., Bol, L., & Nunnery, J. A. (1997). Cooperative learning in the secondary mathematics classroom. Journal of Educational Research, 91(1), 42–48.

    Article  Google Scholar 

  • Wiggins, A. J., Wiggins, B. B., & Vander Zanden, J. (1994). Social psychology, Int. ed. (pp. 240–245). San Francisco: McGraw-Hill.

  • Vaughan, W. (2002). Effects of cooperative learning on achievement and attitude among students of color. Journal of Educational Research, 95(6), 359–364.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Elementary Education Department, Cukurova University, 01330, Adana, Turkey

    Kamuran Tarim

  2. Department of Statistics, Cukurova University, 01330, Adana, Turkey

    Fikri Akdeniz

Authors
  1. Kamuran Tarim
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fikri Akdeniz
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kamuran Tarim.

Appendices

Appendix A

Table 4 Example of worksheet for TAI
Full size table

Appendix B

Table 5 Example of worksheet for STAD
Full size table

Appendix C

Table 6 Example of TOPIC EXAM
Full size table

Rights and permissions

Reprints and permissions

About this article

Cite this article

Tarim, K., Akdeniz, F. The effects of cooperative learning on Turkish elementary students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods. Educ Stud Math 67, 77–91 (2008). https://doi.org/10.1007/s10649-007-9088-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10649-007-9088-y

Keywords

Search

Navigation