Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class

Autor/inn/en	Donovan, Deborah A.; Connell, Georgianne L.; Grunspan, Daniel Z.
Titel	Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class
Quelle	In: CBE - Life Sciences Education, 17 (2018) 4, Artikel 60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-12-0283
Schlagwörter	Biology; Nonmajors; Undergraduate Students; College Science; Science Instruction; Cooperative Learning; Group Activities; Competence; Grouping (Instructional Purposes); Program Effectiveness; Student Attitudes; Heterogeneous Grouping; Homogeneous Grouping; Teaching Methods; Science Achievement + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Gruppenaktivität; Kompetenz; Grouping; Gruppenbildung; Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Group work is often a key component of student-centered pedagogies, but there is conflicting evidence about what types of groups provide the most benefit for undergraduate students. We investigated student learning outcomes and attitudes toward working in groups when students were assigned to groups using different methods in a large-enrollment, student-centered class. We were particularly interested in how students entering the class with different levels of competence in biology performed in homogeneous or heterogeneous groups, and what types of group compositions were formed using different methods of group formation. We found that low-competence students had higher learning outcomes when they were in heterogeneous groups, while mid- and high-competence students performed equally well in both group types. Students of all competence types had better attitudes toward group work in heterogeneous groups. The use of student demographic variables to preemptively form groups and allowing students to self-select their group mates both yielded heterogeneous competence groups. Students in the instructor-formed, demographic groups had higher learning outcomes compared with students allowed to self-select. Thus, heterogeneous groupings provided the most benefit for students in our nonmajors, large-enrollment class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01