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The purpose of this study was to analyze the findings of research on teaching mathematics through the use of cooperative learning versus traditional teaching methods on achievement and attitude from grade K through grade 12. Meta-analysis was selected as the method which to synthesize findings and indicate the size and significance of the effects. Studies were collected from 1970 to 1992 using educational sources such as ERIC, DAI and Journal for Research in Mathematics Education. In the final analysis there were 40 studies for achievement and 25 studies in attitude. Effects size was calculated for each study using Glass's (1981) and William's (1990) methods. The resulting effects sizes were tested for homogeneity using Hunter and Schmidt's (1990) method. When a heterogeneous result was obtained, then moderating variables were used to create homogeneity of results; since heterogeneous result were still obtained, then the resulting effects sizes were further analyzed using Step-Wise Analysis to obtain categories for homogeneous result. Using the Step-Wise Analysis, the following conclusion was drawn: (a) Peer Tutoring was the best method of instruction for achievement change to occur regardless of rating of research design and (b) Team Assisted Individualization (TAI) was the best method of instruction for attitude change to occur regardless of date of publication.