A second-order meta-analysis on the effects of cooperative learning on students’ academic achievement, higher-order thinking, and affective behaviors

Abstract This study aims to examine the impact of cooperative learning (CL) on learning outcomes, including academic achievement, high-order thinking skills, and affective behavior. In this regard, 15 first-order meta-analyses (FOM) studies were accessed using various inclusion criteria through Web of Science, Scopus, EBSCO, and Google Academic databases. The findings of FOM studies were synthesized through second order meta-analysis method. Statistical analyses were conducted under the random effects model. Heterogeneity and moderator analyses of the data set and examination of publication bias of effect sizes were performed. The results of this study reveal that CL has a moderate effect on learning outcomes (ES = 0.71 [CI = 0.55-0.87]). The impact of CL on learning outcomes was observed to statistically differ according to CL techniques, academic field, and the experimental design type of basic studies covered by FOM research.