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Related Concept Videos

Social Facilitation01:04

Social Facilitation

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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Factorial Analysis is an experimental design that applies Analysis of Variance (ANOVA) statistical procedures to examine a change in a dependent variable due to more than one independent variable, also known as factors. Changes in worker productivity can be reasoned, for example, to be influenced by salary and other conditions, such as skill level. One way to test this hypothesis is by categorizing salary into three levels (low, moderate, and high) and skills sets into two levels (entry level...
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The plasma membrane, a critical structure in cellular biology, houses an array of transporters, or carrier proteins, interspersed within its lipid bilayer. These proteins play a crucial role in solute transport through facilitated diffusion, a form of passive diffusion that uses transporters to move the molecules across the membrane.
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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Related Experiment Video

Updated: Aug 25, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework.

Scott Thorne1, Greg J Strimel1, Nathan Mentzer1

  • 1Purdue University, West Lafayette, IN USA.

Journal for STEM Education Research
|October 19, 2022
PubMed
Summary

A new facilitator model for dual credit courses in STEM fields allows high school teachers to implement college-level engineering design courses. This approach increases access and affordability for students, offering directly transcripted college credits.

Keywords:
Design thinkingDual creditEngineering technologyFacilitator modelHigh schoolProject based

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Area of Science:

  • STEM Education
  • Engineering Technology
  • Curriculum Development

Background:

  • Dual credit programs offer college and high school credits but often face implementation challenges.
  • Traditional models may not cater to specialized, project-based STEM coursework.
  • The facilitator model is proposed as a novel approach for STEM dual credit.

Purpose of the Study:

  • To explore the implementation of the facilitator model for dual credit STEM courses.
  • To examine teacher needs and perceptions of the facilitator model.
  • To assess the impact of the facilitator model on student learning in an undergraduate design course.

Main Methods:

  • Qualitative research design.
  • Piloted the facilitator model with five high school teachers in two STEM-focused charter schools.
  • Collected and analyzed over 90 hours of interviews, focus groups, surveys, and observations.

Main Results:

  • The facilitator model shows promise for open-ended STEM dual credit courses.
  • Successfully navigated institutional policies and fostered university-high school collaboration.
  • Enabled students to earn directly transcripted college credits applicable to degree completion.
  • Increased affordability and access to dual credit, particularly for underserved schools.

Conclusions:

  • The facilitator model is a viable approach for delivering dual credit STEM coursework.
  • It addresses barriers to dual credit access, especially in underserved populations.
  • This model enhances collaboration and credit applicability for students.