Collaborative Group Testing Benefits High Performing As Well As Low Performing Students

Abstract

We used collaborative group testing in a veterinary physiology course (65 students) to test the hypothesis that all students e.g. high performing and low performing students benefit from collaborative group testing. In the collaborative group testing format, students initially answered questions in the traditional format as individuals. Immediately after completing the exam as individuals, students answered the same questions in groups of two, and finally, the same questions were discussed by the instructor and the students. We measured two learning outcomes for every student, individual and group test scores, to assess the impact of collaboration on performance. Based on the results, group members were categorized as “high performing” and “low performing” and their scores were correlated with group scores. Finally, student evaluations of the format were collected. Student collaboration (group testing) enhanced performance (20%, P<0.05). Importantly, both high performing group members (5%) and low performing group members (38%) improved their scores (P<0.05). Furthermore, the group performance was strongly correlated with individual scores from both, high and low performing group members (R: 0.847 and 0.717, respectively, P<0.001). Finally, student evaluations to the collaborative group testing format were very positive. In conclusion, student collaboration during group testing was beneficial for high‐ and low‐performing group members.