The effect of cooperative learning toward mathematics achievement of primary students: A systematic review using meta-analysis

It is well established that cooperative learning is a practical approach in primary mathematics teaching that has positively affected student academic achievement and collaborative learning. Effects of cooperative learning on improving mathematics learning activity and achievement. It examines the role of question and answer interactions between teachers and students, the potential of information and communication technology in supporting learning, and the collaborative processes that take place within cooperative group work in mathematics. Inspired by role theory, the examination also explores how interpersonal communication in a learning group is related to academic outcomes. The meta-analysis results underscore the possible presence of various main moderators (e.g., kind of cooperative learning strategy, teacher facilitation in group work, and use of technology). The reviewed studies consistently linked cooperative learning with improved achievement in mathematics, increased student motivation, and enhanced skills in communication, collaboration, and critical thinking. Finally, some common challenges of the application of cooperative methods are raised, including uneven participation and group management. This study has important implications for educators and policymakers. It adds to the evidence base regarding the implementation of cooperative learning in mathematics and calls for further studies of specific strategies, the changing nature of digital support, and the lasting effects of cooperative strategies on mathematics learning.