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

Mathematics is a core subject in primary education and a critical foundation for lifelong learning, yet many learners struggle to achieve the expected proficiency levels. Cooperative learning (CL) has been recognized as an effective instructional strategy; however, evidence on its impact on mathematics achievement particularly in the primary stage remains fragmented and inconclusive. This meta-analysis addresses this gap by synthesizing results from 30 empirical studies published between January 2019 and September 2023, retrieved from Web of Science, Scopus, ERIC, and Google Scholar. Eligible studies met predefined inclusion criteria and were analyzed using a random-effects model. 2 The pooled effect size (Hedges’ g) = 0.71 (95 % CI = 0.60–0.82, Z = 12.56, p < .001), indicating a moderate- to-large positive effect of CL on students’ mathematics achievement. Heterogeneity was significant (Q = 152.41, df = 29, p < .001, I = 80.97 %), prompting moderator analyses. Results revealed strong positive effects of cooperative learning for primary school students (overall g = 0.79), with moderate-to-large variations across specific models. Among the most frequently implemented approaches, Jigsaw and STAD showed relatively higher effects, while TSTS and TPS produced moderate but consistent gains. Moreover, studies integrating technology within cooperative learning frameworks reported slightly enhanced outcomes, suggesting that digital tools can reinforce collaboration and engagement. No significant publication bias was detected (Egger’s p = .138), and sensitivity analyses confirmed the robustness of findings. These results highlight the substantial potential of CL particularly in primary education and culturally supportive contexts to enhance mathematics learning. The study suggests that structured cooperative learning strategies such as Jigsaw and STAD hold strong potential for effective curriculum integration. It also highlights the value of incorporating technology to support student interaction and recommends conducting further large- scale research in diverse educational contexts to expand the global evidence base.