Small Group Learning Is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students

Autor/inn/en	Snopkowski, Kristin; Demps, Kathryn; Scaggs, Shane; Griffiths, Ross; Fulk, Karen S.; May, Scott; Neagle, Kimberly; Downs, Kayla; Eugster, Michaela; Amend, Tessa
Titel	Small Group Learning Is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students
Quelle	In: Journal of the Scholarship of Teaching and Learning, 19 (2019) 5, S.36-52 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Small Group Instruction; Physiology; Biochemistry; Stress Variables; Multiple Choice Tests; Essays; Learning Processes; Lecture Method; Learning Activities; Social Support Groups; Measures (Individuals); Student Attitudes; Undergraduate Students; Correlation; Outcomes of Education; Academic Achievement; Teaching Methods; Anthropology + Suchen Sie Ihr Suchwort? Physiologie; Biochemie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Essay; Aufsatzunterricht; Learning process; Lernprozess; Lernaktivität; Social support; Soziale Unterstützung; Messdaten; Schülerverhalten; Korrelation; Lernleistung; Schulerfolg; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Anthropologie
Abstract	Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student-learning outcomes. (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01