Effects of cooperative learning on students' learning outcomes in physical education: a meta-analysis

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dc.contributor.authorBoke, Hulusi
dc.contributor.authorAygun, Yalin
dc.contributor.authorTufekci, Sakir
dc.contributor.authorYagin, Fatma Hilal
dc.contributor.authorCanpolat, Burak
dc.contributor.authorNorman, Goktug
dc.contributor.authorPrieto-Gonzalez, Pablo
dc.date.accessioned2026-04-04T13:31:18Z
dc.date.available2026-04-04T13:31:18Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThis 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.
dc.description.sponsorshipPrince Sultan University
dc.description.sponsorshipThe authors would like to thank Prince Sultan University for its support.
dc.identifier.doi10.3389/fpsyg.2025.1508808
dc.identifier.issn1664-1078
dc.identifier.orcid0000-0002-4768-4855
dc.identifier.orcid0000-0002-7815-5710
dc.identifier.pmid40432799
dc.identifier.scopus2-s2.0-105006795309
dc.identifier.scopusqualityN/A
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1508808
dc.identifier.urihttps://hdl.handle.net/11616/108690
dc.identifier.volume16
dc.identifier.wosWOS:001495350900001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectcooperative learning
dc.subjectclassroom physical activities
dc.subjectlearning outcomes
dc.subjectmeta-analysis
dc.subjectphysical education
dc.titleEffects of cooperative learning on students' learning outcomes in physical education: a meta-analysis
dc.typeArticle

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