CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning
Tác giả
Monson R.
Năm xuất bản
2017
Source title
Teaching Sociology
Số trích dẫn
18
DOI
10.1177/0092055X17697772
Liên kết
Tóm tắt
Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender composition of the group, and group’s average grade on midterm exams. Group achievement on the research project contributes to subsequent individual learning (grade on final paper) even after controlling for individual characteristics (student’s gender, race, and average grade on midterm exams) and group characteristics. The findings support claims that group research projects are an effective pedagogy for undergraduate sociology research methods courses and point to some guidelines for instructors’ composition of groups for research projects. © 2017, © American Sociological Association 2017.
Từ khóa
collaborative learning; group composition; group research project; research methods courses
Tài liệu tham khảo
Baer J., Grouping and Achievement in Cooperative Learning, College Teaching, 51, 4, pp. 169-174, (2003); Broughton C., Making the Undergraduate Classroom in to a Policy Think Tank: Reflections from a Field Methods Class, Teaching Sociology, 39, 1, pp. 73-87, (2011); Caulfield S.L., Persell C.H., Teaching Social Science Reasoning and Quantitative Literacy: The Role of Collaborative Groups, Teaching Sociology, 34, 1, pp. 39-53, (2006); Chang M.J., Does Racial Diversity Matter? The Educational Impact of a Racially Diverse Undergraduate Population, Journal of College Student Development, 40, 4, pp. 377-395, (1999); Cohen E.G., Restructuring the Classroom: Conditions for Productive Small Groups, Review of Educational Research, 64, 1, pp. 1-35, (1994); Crull S.R., Collins S.M., Adapting Traditions: Teaching Research Methods in a Large Class Setting, Teaching Sociology, 32, 2, pp. 206-212, (2004); Delucchi M., The Efficacy of Collaborative Learning Groups in an Undergraduate Statistics Course, College Teaching, 54, 2, pp. 244-248, (2006); Earley M.A., A Synthesis of the Literature on Research Methods Education, Teaching in Higher Education, 19, 3, pp. 242-253, (2014); Fiechtner S.B., Davis E.A., Why Some Groups Fail: A Survey of Students’ Experiences with Learning Groups, Journal of Management Education, 9, 4, pp. 58-73, (1984); George M., Teaching Focus Group Interviewing: Benefits and Challenges, Teaching Sociology, 41, 3, pp. 257-270, (2012); Grauerholz L., Zipp J.F., How to Do the Scholarship of Teaching and Learning, Teaching Sociology, 36, 1, pp. 87-94, (2008); Haggerty K.D., Ethics Creep: Governing Social Science Research in the Name of Ethics, Qualitative Sociology, 27, 4, pp. 391-414, (2004); Huggins C.M., Stamatel J.P., An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning, Teaching Sociology, 43, 3, pp. 227-235, (2015); Keen M.F., Teaching Qualitative Methods: A Face-to-face Encounter, Teaching Sociology, 24, 2, pp. 166-176, (1996); Longmore M.A., Dunn D., Jarboe G.R., Learning by Doing: Group Projects in Research Methods Classes, Teaching Sociology, 24, 1, pp. 84-91, (1996); Macheski G.E., Buhrman J., Lowney K.S., Bush M.E.L., Overcoming Student Disengagement and Anxiety in Theory, Methods, and Statistics Courses by Building a Community of Learners, Teaching Sociology, 36, 1, pp. 42-48, (2008); Digest of Education Statistics: 2014, (2015); Packard J., The Impact of Racial Diversity in the Classroom: Activating the Sociological Imagination, Teaching Sociology, 41, 2, pp. 144-158, (2011); Pascarella E.T., Palmer B., Moye M., Pierson C.T., Do Diversity Experiences Influence the Development of Critical Thinking?, Journal of College Student Development, 42, 3, pp. 257-271, (2001); Pfeffer C.A., Rogalin C.L., Three Strategies for Teaching Research Methods: A Case Study, Teaching Sociology, 40, 4, pp. 368-376, (2012); Pitt R.N., Packard J., Activating Diversity: The Impact of Student Race on Contributions to Course Discussions, Sociological Quarterly, 53, 2, pp. 295-320, (2012); Potter S.J., Caffrey E.M., Plante E.G., Integrating Service Learning into the Research Methods Course, Teaching Sociology, 31, 1, pp. 38-48, (2003); Raddon M.-B., Nault C., Scott A., Integrating the Complete Research Project into a Large Qualitative Methods Course, Teaching Sociology, 35, 2, pp. 141-149, (2008); Rau W., Heyl B.S., Humanizing the College Classroom: Collaborative Learning and Social Organization among Students, Teaching Sociology, 18, 2, pp. 141-155, (1990); Rushing B., Winfield I., Learning about Sampling and Measurement by Doing Content Analysis of Personal Advertisements, Teaching Sociology, 27, 2, pp. 159-166, (1999); Schreiber L.M., Valle B.E., Social Constructivist Teaching Strategies in the Small Group Classroom, Small Group Research, 44, 4, pp. 395-411, (2013); Schutt R.K., Blalock H.M., Wagenaar T.C., Goals and Means for Research Methods Courses, Teaching Sociology, 11, 3, pp. 235-258, (1984); Slusser S.R., Erickson R.J., Group Quizzes: An Extension of the Collaborative Learning Process, Teaching Sociology, 34, 3, pp. 249-262, (2006); Takata S.R., Leiting W., Learning by Doing: The Teaching of Sociological Research Methods, Teaching Sociology, 15, 2, pp. 144-150, (1987); Terenzini P.T., Cabrera A.F., Colbeck C.L., Bjorklund S.A., Parente J.M., Racial and Ethnic Diversity in the Classroom: Does It Promote Student Learning?, Journal of Higher Education, 72, 5, pp. 509-531, (2001); Winn S., Learning by Doing: Teaching Research Methods through Student Participation in a Commissioned Research Project, Studies in Higher Education, 20, 2, pp. 203-214, (1995); Wolff K.H., The Sociology of Georg Simmel, (1950); Zipp J.F., Learning by Exams: The Impact of Two-stage Cooperative Tests, Teaching Sociology, 35, 1, pp. 62-76, (2007)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus