Abstract
This article investigates the effect of long-term learning teams on a student's retention of factual knowledge, ability to apply theories to analyze political events, and perception of the learning experience. The study compares two sections of an introductory world politics course—one that grouped students into long-term learning teams and one that did not. The results revealed that learning teams that met weekly helped students recall facts and cooperate with others to learn. However, learning teams did little to enhance a student's ability to use theories to explain political events. This suggests that future analysis of learning teams might focus on the dynamics found within the group and/or on how student personalities affect the learning process.
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