Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis
This meta-analysis examines the effect of Cooperative Learning (CL) interventions, compared to traditional instructional methods, on students’ learning outcomes across affective, cognitive, physical, and social domains in physical education (PE). The review involved a comprehensive search of 12 data...
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| Format: | Article |
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1508808/full |
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| author | Hulusi Boke Yalin Aygun Sakir Tufekci Fatma Hilal Yagin Burak Canpolat Goktug Norman Pablo Prieto-González Luca Paolo Ardigò |
| author_facet | Hulusi Boke Yalin Aygun Sakir Tufekci Fatma Hilal Yagin Burak Canpolat Goktug Norman Pablo Prieto-González Luca Paolo Ardigò |
| author_sort | Hulusi Boke |
| collection | DOAJ |
| description | This meta-analysis examines the effect of Cooperative Learning (CL) interventions, compared to traditional instructional methods, on students’ learning outcomes across affective, cognitive, physical, and social domains in physical education (PE). The review involved a comprehensive search of 12 databases in English, Spanish, and Turkish, with the last search conducted on June 2nd, 2024. Studies included were true experimental or quasi-experimental designs featuring direct CL interventions in PE, covering students of both genders from primary school to university levels. The standardized Cochrane methods were used to identify eligible records, collect and combine data, and assess the risk of bias. Comprehensive Meta-Analysis (CMA) v4 software package was used to yield a summary of quantitative results. Hedges’s g was used as the effect size (ES) measure, calculated from pre- and post-tests in both experimental and control groups. Forty-three studies (comprising 60 reports) were initially included, but three studies were excluded as outliers, leaving 40 studies (56 reports) with a total of 3.985 participants for analysis. The random effects model revealed a moderate positive overall effect of CL interventions (ES = 0.459, 95% CI = [0.324, 0.592], p < 0.001), indicating that CL enhances PE students’ learning across four domains. Subgroup analyses showed small to moderate ESs for affective (ES = 0.304), physical (ES = 0.471), cognitive (ES = 0.589), and social learning (ES = 0.612). Risk of bias was evaluated using Begg and Mazumdar’s rank correlation, the classic fail-safe number, and a funnel plot, all indicating a low risk of bias. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The study was registered on PROSPERO (ID: CRD42024532607). This meta-analysis underscores the effectiveness of CL as a student-centered pedagogical model in PE, demonstrating its positive effect on various learning outcomes in the affective, cognitive, physical, and social domains. The findings provide instructive data and strategies for researchers, practitioners, and policymakers aiming to integrate, implement, or make context-specific adaptations of CL into educational processes, while ESs in the affective, physical, cognitive, and social learning domains provide domain-based implementation guidance for these stakeholders. |
| format | Article |
| id | doaj-art-6386149e1b3c4d7dbf0709f31ab6e3c9 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-6386149e1b3c4d7dbf0709f31ab6e3c92025-08-20T03:52:47ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-05-011610.3389/fpsyg.2025.15088081508808Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysisHulusi Boke0Yalin Aygun1Sakir Tufekci2Fatma Hilal Yagin3Burak Canpolat4Goktug Norman5Pablo Prieto-González6Luca Paolo Ardigò7Yasar Oncan Secondary School, Ministry of National Education, Malatya, TürkiyeDepartment of Sport Management, Faculty of Sport Sciences, Inonu University, Malatya, TürkiyeDepartment of Sport Management, Faculty of Sport Sciences, Inonu University, Malatya, TürkiyeDepartment of Biostatistics, Faculty of Medicine, Malatya Turgut Ozal University, Malatya, TürkiyeDepartment of Physical Education and Sport on Disabilities, Faculty of Sport Sciences, Inonu University, Malatya, TürkiyeDepartment of Sport Management, Faculty of Sport Sciences, Inonu University, Malatya, TürkiyeGSD-HPE Department, Sport Sciences and Diagnostics Research Group, Prince Sultan University, Riyadh, Saudi ArabiaDepartment of Teacher Education, NLA University College, Oslo, NorwayThis meta-analysis examines the effect of Cooperative Learning (CL) interventions, compared to traditional instructional methods, on students’ learning outcomes across affective, cognitive, physical, and social domains in physical education (PE). The review involved a comprehensive search of 12 databases in English, Spanish, and Turkish, with the last search conducted on June 2nd, 2024. Studies included were true experimental or quasi-experimental designs featuring direct CL interventions in PE, covering students of both genders from primary school to university levels. The standardized Cochrane methods were used to identify eligible records, collect and combine data, and assess the risk of bias. Comprehensive Meta-Analysis (CMA) v4 software package was used to yield a summary of quantitative results. Hedges’s g was used as the effect size (ES) measure, calculated from pre- and post-tests in both experimental and control groups. Forty-three studies (comprising 60 reports) were initially included, but three studies were excluded as outliers, leaving 40 studies (56 reports) with a total of 3.985 participants for analysis. The random effects model revealed a moderate positive overall effect of CL interventions (ES = 0.459, 95% CI = [0.324, 0.592], p < 0.001), indicating that CL enhances PE students’ learning across four domains. Subgroup analyses showed small to moderate ESs for affective (ES = 0.304), physical (ES = 0.471), cognitive (ES = 0.589), and social learning (ES = 0.612). Risk of bias was evaluated using Begg and Mazumdar’s rank correlation, the classic fail-safe number, and a funnel plot, all indicating a low risk of bias. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The study was registered on PROSPERO (ID: CRD42024532607). This meta-analysis underscores the effectiveness of CL as a student-centered pedagogical model in PE, demonstrating its positive effect on various learning outcomes in the affective, cognitive, physical, and social domains. The findings provide instructive data and strategies for researchers, practitioners, and policymakers aiming to integrate, implement, or make context-specific adaptations of CL into educational processes, while ESs in the affective, physical, cognitive, and social learning domains provide domain-based implementation guidance for these stakeholders.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1508808/fullcooperative learningclassroom physical activitieslearning outcomesmeta-analysisphysical education |
| spellingShingle | Hulusi Boke Yalin Aygun Sakir Tufekci Fatma Hilal Yagin Burak Canpolat Goktug Norman Pablo Prieto-González Luca Paolo Ardigò Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis Frontiers in Psychology cooperative learning classroom physical activities learning outcomes meta-analysis physical education |
| title | Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis |
| title_full | Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis |
| title_fullStr | Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis |
| title_full_unstemmed | Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis |
| title_short | Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis |
| title_sort | effects of cooperative learning on students learning outcomes in physical education a meta analysis |
| topic | cooperative learning classroom physical activities learning outcomes meta-analysis physical education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1508808/full |
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