Abstract
The purpose of the study was two-fold: (1) Do small group settings benefit students? (2) How can professors enhance the group environment through task related instructions? A 33-item Group Learning on Development Survey (GOLDS) was used to integrate Bruce Tuckman’s developmental model with Benjamin Bloom’s cognitive domain. Norming and Performing variables (Factor 1) contributed 31 percent to the total scale variance; furthermore, knowledge, comprehension, and application task variables loaded on the Factor 2, for 9 percent of the total scale variance. Significant p
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
