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.
Highlights
Small group learning activities have been shown to improve student academic performance and educational outcomes
Examining our pair-wise comparisons, we found only one statistically significant pair-wise difference with a Šidák correction; salivary cortisol was significantly higher at baseline than after the small group activity (p < 0.05)
The average salivary cortisol values under exam conditions compared to instructional methods show that cortisol values are higher under exam conditions than after instructional methods; t(20) = -2.065, p = 0.052, which may be expected given the psychological stress that commonly accompanies testing
Summary
Small group learning activities have been shown to improve student academic performance and educational outcomes. Salivary cortisol and testosterone were measured within students across five contexts: a) preinstructional 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. Previous research has shown that active student learning activities, such as those that occur in small groups, improve student performance and engagement as compared with traditional instructional lecture To compare the stressfulness of group learning to traditional lecture we use measures of salivary cortisol as a physiological indicator of stress in undergraduate courses. In overly stressful learning contexts, learners may be activating the sympathetic nervous system, often called the “fight-or-flight” response, increasing circulating cortisol, and impairing their ability to retain course material
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