Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment. Issue 12 (12th August 2016)

• Record Type: Journal Article
• Authors: Micari, Marina; Van Winkle, Zachary; Pazos, Pilar
• Is Part Of: International journal of science education. Volume 38:Issue 12(2016)
• Page Start: 1904
• Page End: 1922
• Publication Date: 2016-08-12
• Subjects: Collaborative learning -- small-group learning -- higher education -- STEM education -- learning-group composition; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2016.1218091
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed.