"We've Got to Keep Meeting Like This": A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups Versus Stable-Membership Cooperative Groups in an Introductory-Level Lab. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Walker, Alicia; Bush, Amy; Sanchagrin, Ken; Holland, Jonathon
• Is Part Of: College teaching. Volume 65:Issue 1(2017)
• Page Start: 9
• Page End: 16
• Publication Date: 2017-01-02
• Subjects: Cooperative groups -- teaching methods -- college instruction -- group learning -- cooperative learning -- introductory courses -- student performance -- academic performance -- collaborative groups -- pedgogy; College teaching -- Periodicals; 378.1205
• DOI: 10.1080/87567555.2016.1222574
• Languages: English
• ISSNs: 8756-7555

Abstract

ABSTRACT: This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation.