Affiliation:
1. Eastern Michigan University, USA
2. Indiana Tech University, USA
Abstract
The focus of this meta-analytic chapter was to quantitatively integrate and synthesize the accumulated pedagogical research that examined the effectiveness of one of the various small-group learning methods in maximizing students' academic achievement in undergraduate computer science classrooms. The results of the meta-analysis show that cooperative, collaborative, problem-based, and pair learning pedagogies were used in college-level computer science classrooms with an overall average effect-size of 0.41. The results of the multilevel analysis reveal that the effect sizes were heterogeneous and the effects were explored further by including the coded predictors in the conditional multilevel model in efforts to explain the variability. The results of the conditional multilevel model reveal that the effect sizes were influenced significantly by both instructional duration and assessment type of the studies. The findings imply that the present evidence-based research supports the effectiveness of active small-group learning methods in promoting students' achievement in computer science classrooms.
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