The second research question was: (RQ2) When examining the hierarchical effects of CL on students’ learning outcomes in a cross-domain analytical framework (affective, cognitive, physical, social), how does the measurable effect trend? The meta-analytic findings revealed that the effect of CL on students’ learning outcomes exhibited statistically significant differences across learning domains in PE: The highest standardized ES was observed for social domain (0.612), followed by a decreasing trend for cognitive (ES = 0.589), physical (ES = 0.471) and affective (ES = 0.304) domains.
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Effects of cooperative learning on students' learning outcomes in physical education: a meta-analysis.
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