”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
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.
Sociology and Anthropology
Academic performance, Collaborative groups, College instruction, Cooperative groups, Cooperative learning, Group learning, Introductory courses, Pedgogy, Student performance, Teaching methods
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.