Title
”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
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 sustainedgroup students when group activities were used the majority of the time during recitation.
Department(s)
Sociology and Anthropology
Document Type
Article
DOI
https://doi.org/10.1080/87567555.2016.1222574
Keywords
Academic performance, Collaborative groups, College instruction, Cooperative groups, Cooperative learning, Group learning, Introductory courses, Pedgogy, Student performance, Teaching methods
Publication Date
1-1-2017
Recommended Citation
Walker, Alicia, Amy Bush, Ken Sanchagrin, and Jonathon Holland. "“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." College Teaching 65, no. 1 (2017): 9-16.
Journal Title
College Teaching
