Abstract
To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom.
Highlights
We show that our small-group learning (SGL) model was associated with enhanced student performance on final exams, that students benefited from group quizzes, and that student attitudes toward group work improved after completing the SGL course
Students in terms with similar learning environments were combined: i.e., we compared exam performance between students who did not work in permanent small groups (Individualistic; 2005 and 2006; n = 61; both taught by MSR); students who worked in the Initial SGL environment (2007; n = 76; taught by LMR and ADG); and students who worked in the Refined SGL environment (2008 and 2009; n = 82; both taught by ADG and MSR)
Effects of small-group learning on student achievement In order to determine whether incorporating SGL improved academic performance, we examined final exam grades for five course terms (Figure 3)
Summary
SGL encourages students to become more engaged in material through discussion, debate, and the opportunity to articulate explanations to their peers [10,11] Such classroom practices allow students to check their understanding and construct new knowledge, through interactions with each other and with course material: we appreciate that these are the requirements for meaningful learning [3,4]. We examined performance on quizzes (individual and group), and student attitudes toward the group learning environment in our SGL classes. We show that our SGL model was associated with enhanced student performance on final exams, that students benefited from group quizzes, and that student attitudes toward group work improved after completing the SGL course
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