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When Group Work Doesn't Work: Insights from Students.

Yunjeong Chang1, Peggy Brickman2

  • 1Department of Educational Psychology, University of Georgia, Athens, GA 30602.

CBE Life Sciences Education
|September 6, 2018
PubMed
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Group work in college science classes boosts achievement, but unequal student contributions persist. Strategies to encourage participation show mixed results, with higher-scoring students benefiting more.

Area of Science:

  • Educational Psychology
  • STEM Education

Background:

  • Collaborative learning in college science classrooms can enhance student achievement, reasoning, and motivation.
  • Effective group work necessitates equitable student participation, which can be fostered through various support strategies.

Purpose of the Study:

  • To investigate student perceptions of group work and the effectiveness of support strategies in college science settings.
  • To explore how student performance levels influence their views on collaborative learning and peer evaluations.

Main Methods:

  • In-depth interviews were conducted with students in a college science class employing strategies like role assignment, group contracts, and anonymous peer evaluations.
  • Student perceptions were analyzed in relation to their individual performance levels and overall group performance.

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Main Results:

  • Students, regardless of performance, reported issues with unequal contributions but valued the social support from group work.
  • High-scoring students recognized group work benefits more readily than low-scoring students, who often viewed it as unproductive busy work.
  • Anonymous peer evaluation comments showed minor differences between performance groups, but numerical ratings correlated with group success, with lower-performing groups rating harshly.

Conclusions:

  • While strategies can encourage participation, they do not fully resolve unequal contributions in college science group work.
  • Student perceptions of group work's value are linked to individual academic performance.
  • Peer evaluation dynamics differ between high- and low-performing groups, impacting the perceived fairness and utility of these support mechanisms.