Meta-Analysis of Collaborative Learning Approaches in Educational Management and Their Impact on Student Performance
DOI:
https://doi.org/10.61991/ijeet.v2i2.85Keywords:
Collaborative Learning, Educational Management, Meta-Analysis, Student PerformanceAbstract
This meta-analysis investigates the effects of collaborative learning approaches within the framework of educational management and their impact on student performance. Collaborative learning, as a student-centered instructional method, has been widely adopted across various educational levels and settings. However, its effectiveness in enhancing academic achievement remains a topic of debate. This study synthesizes findings from 12 empirical studies conducted between 2022-2024, covering primary, secondary, and higher education contexts globally. Using a random-effects model, the meta-analysis quantifies the overall effect size of collaborative learning approaches on student performance, while accounting for variations in geographical region, subject matter, and educational level. The results reveal a high to strong positive effect of collaborative learning on student academic performance (mean effect size = 0.819). Additionally, subgroup analyses show that the impact is more pronounced in subjects requiring higher-order thinking skills, such as science and mathematics, and in educational settings where collaborative learning is systematically supported by institutional management. The analysis also highlights key factors that influence the success of collaborative learning, including group dynamics, teacher facilitation, and the integration of technology.
Downloads
References
Abdullah, Wahyu Dilla, Adilah Afikah, Ezi Apino, Supahar Supahar, and Jumadi Jumadi. 2024. “MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS’ ACHIEVEMENT IN PHYSICS: A META-ANALYSIS.” Journal of Baltic Science Education 23(2):187–207. doi: 10.33225/jbse/24.23.187.
Acut, Dharel, and Ronilo Antonio. 2023. “Effectiveness of Science-Technology-Society (STS) Approach on Students’ Learning Outcomes in Science Education: Evidence from a Meta-Analysis.” Journal of Technology and Science Education 13(3):718. doi: 10.3926/jotse.2151.
Alnajjar, Abdallah A., and Mohamed Ibrahim. 2024. “A Comparative Meta-Analysis on the Effectiveness of Three Types of Instructional Methods on Language Success.” International Journal on Social and Education Sciences 6(2):275–300. doi: 10.46328/ijonses.665.
Alshaye, Ibrahim Abdullah, Zaidatun Tasir, and Nurul Farhana Jumaat. 2023. “A Critical Analysis of the Effects of Twitter on Student Engagement and Grades.” Contemporary Educational Technology 15(3):ep437. doi: 10.30935/cedtech/13277.
Alzubi, Ali A., Mohd Nazim, and Jalal Ahamad. 2024. “Examining the Effect of a Collaborative Learning Intervention on EFL Students English Learning and Social Interaction.” Journal of Pedagogical Research 2. doi: 10.33902/JPR.202425541.
Antonio, Ronilo Palle, and Maricar Sison Prudente. 2023. “Effects of Inquiry-Based Approaches on Students’ Higher-Order Thinking Skills in Science: A Meta-Analysis.” International Journal of Education in Mathematics, Science and Technology 12(1):251–81. doi: 10.46328/ijemst.3216.
Aybirdi, Nilüfer, Hüseyin Efe, and Çağla Atasoy Şal. 2023. “The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis.” Shanlax International Journal of Education 11(S1-Jan):41–60. doi: 10.34293/education.v11iS1-Jan.5891.
Borenstein, Michael, Larry Hedges, and Hannah Rothstein. 2007. “Introduction to Meta-Analysis.”
Bueno, David, and Amalia Dela Cruz. 2024. “Advanced Financial Management Competencies of Graduate School Students in Business Administration: A Case Study.” IMRaD Journal. doi: 10.69502/JVGK9882.
Bui, Trong Tai, and Truong Son Nguyen. 2023. “The Survey of Digital Transformation in Education: A Systematic Review.” International Journal of TESOL & Education 3(4):32–51. doi: 10.54855/ijte.23343.
Cojorn, Kanyarat, and Kanyarat Sonsupap. 2024. “A Collaborative Professional Development and Its Impact on Teachers’ Ability to Foster Higher Order Thinking.” Journal of Education and Learning (EduLearn) 18(2):561–69. doi: 10.11591/edulearn.v18i2.21182.
Edy Nurtamam, Mohammad, Tomi Santosa, Ilwandri, Sanju Aprilisia, Abdul Rahman, and Yayat Suharyat. 2023. “Meta-Analysis: The Effectiveness of Iot-Based Flipped Learning to Improve Students’ Problem Solving Abilities.” Edumaspul - Jurnal Pendidikan 7:1491–1501. doi: 10.33487/edumaspul.v7i1.6195.
Fajaruddin, Syarief, Heri Retnawati, Caly Setiawan, Ezi Apino, Janu Arlinwibowo, and Dzul Rachman. 2024. “Technology’s Impact on Language Learning: Meta-Analysis on Variables and Effectiveness.” Journal of Education and Learning (EduLearn) 18(2):512–25. doi: 10.11591/edulearn.v18i2.21119.
García-Martínez, Inmaculada, José María Fernández-Batanero, José Fernández-Cerero, and Samuel P. León. 2023. “Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-Analysis.” Journal of New Approaches in Educational Research 12(1):171–97. doi: 10.7821/naer.2023.1.1240.
Hariyadi, Slamet, Agus Rofi’i, Tomi Apra Santosa, Taqiyuddin, and Bayu Purbha Sakti. 2023. “Effectiveness of STEM-Based Mind Mapping Learning Model to Improve Students’ Science Literacy in the Era of Revolution 4.0.” Jurnal Penelitian Pendidikan IPA 9(10):791–99. doi: 10.29303/jppipa.v9i10.5125.
Karwadi, Karwadi, Abd Razak Zakaria, and Ahmad Syafii. 2024. “A Review of the Effects of Active Learning on High Order Thinking Skills: A Meta-Analysis within Islamic Education.” Journal of Education and Learning (EduLearn) 18(1):97–106. doi: 10.11591/edulearn.v18i1.20895.
Khateeb, Ahmed Al, and Hind Alotaibi. n.d. “The Upsurge of the Metaverse in Educational Settings: A Meta-Analysis Study.”
Li, Peixuan, Jijun Yao, Yifan Xu, and Fangru Zhou. 2023. “Impact of Pet Companionship on Student Development: A Meta-Analysis.” Best Evidence in Chinese Education 14(1):1727–43. doi: 10.15354/bece.23.or077.
Oktarina, Karlini, Suhaimi Suhaimi, Tomi Apra Santosa, Abdul Razak, Irdawati Irdawati, Yuni Ahda, Lufri Lufri, and Dwi Hilda Putri. 2021. “Meta-Analysis: The Effectiveness of Using Blended Learning on Multiple Intelligences and Student Character Education During the Covid-19 Period.” IJECA (International Journal of Education and Curriculum Application) 4(3):184–92. doi: 10.31764/ijeca.v4i3.5505.
Phuttanu, Vivat, Parisha Marie Cain, Kathanyoo Kaewhanam, and Phimlikid Kaewhanam. 2024. “The Leadership Development Model Influencing Drug Prevention Management and Performance of Schools under the Local Administrative Organization.” Asian Journal of Education and Training 10(1):1–9. doi: 10.20448/edu.v10i1.5309.
Putra, Mulya, Abdul Rahman, Ilwandri Ilwandri, Yayat Suhayat, Tomi Apra Santosa, Ringgo Putra, and Sanju Aprilisia. 2023. “The Effect of STEM-Based REACT Model on Students’ Critical Thinking Skills: A Meta-Analysis Study.” LITERACY : International Scientific Journals of Social, Education, Humanities 2(1):207–17. doi: 10.56910/literacy.v2i1.560.
Spatioti, Adamantia, Ioannis Kazanidis, and Jenny Pange. 2023. “EDUCATIONAL DESIGN AND EVALUATION MODELS OF THE LEARNING EFFECTIVENESS IN E-LEARNING PROCESS: A SYSTEMATIC REVIEW.” Turkish Online Journal of Distance Education 24(4):318–47. doi: 10.17718/tojde.1177297.
Tamur and Junadi. 2020. “The Effectiveness of the Application of Mathematical Software in Indonesia; A Meta-Analysis Study.” International Journal of Instruction 13(4):867–84. doi: 10.29333/iji.2020.13453a.
Turmuzi, Muhammad, and Ulfa Lu’luilmaknun. 2023. “The Impact of Online Learning on the Mathematics Learning Process in Indonesia: A Meta-Analysis.” Journal of Technology and Science Education 13(3):694. doi: 10.3926/jotse.2138.
Villalobos Díaz, Esteban, Isabel Hilliger, Carlos Gonzalez, Sergio Celis, Mar Pérez-Sanagustín, and Julien Broisin. 2024. “The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America.” Journal of Learning Analytics 11(1):6–20. doi: 10.18608/jla.2024.8149.
Wang, Hao, and Aimin Tang. 2023. “Effects of Online Learning on Student Moral Development: A Meta-Analysis Based on 42 Experimental and Quasi-Experimental Studies.” Best Evidence in Chinese Education 15(1):1789–93. doi: 10.15354/bece.23.ar095.
Zulkifli, Zulkifli, Erwinsyah Satria, Agus Supriyadi, and Tomi Apra Santosa. 2022. “Meta-Analysis: The Effectiveness of the Integrated STEM Technology Pedagogical Content Knowledge Learning Model on the 21st Century Skills of High School Students in the Science Department.” Psychology, Evaluation, and Technology in Educational Research 5(1):32–42. doi: 10.33292/petier.v5i1.144.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 M Karim, Syafrul Antoni, Karlini Oktarina

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.