Effects of Small-Group Learning on Transfer: a Meta-Analysis

2014 ◽  
Vol 27 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Hui-Hua Pai ◽  
David A. Sears ◽  
Yukiko Maeda
Keyword(s):  
Small Group ◽  
Meta Analysis ◽  
Group Learning ◽  
Small Group Learning

Small-Group vs. Competitive Learning in Computer Science Classrooms

2015 ◽  
pp. 46-64 ◽  
Author(s):  
Sema A. Kalaian ◽  
Rafa M. Kasim
Keyword(s):  
Computer Science ◽  
Small Group ◽  
Multilevel Model ◽  
Meta Analysis ◽  
Group Learning ◽  
Effect Sizes ◽  
Small Group Learning ◽  
Science Classrooms ◽  
Learning Methods ◽  
Pedagogical Research

The focus of this meta-analytic chapter was to quantitatively integrate and synthesize the accumulated pedagogical research that examined the effectiveness of one of the various small-group learning methods in maximizing students' academic achievement in undergraduate computer science classrooms. The results of the meta-analysis show that cooperative, collaborative, problem-based, and pair learning pedagogies were used in college-level computer science classrooms with an overall average effect-size of 0.41. The results of the multilevel analysis reveal that the effect sizes were heterogeneous and the effects were explored further by including the coded predictors in the conditional multilevel model in efforts to explain the variability. The results of the conditional multilevel model reveal that the effect sizes were influenced significantly by both instructional duration and assessment type of the studies. The findings imply that the present evidence-based research supports the effectiveness of active small-group learning methods in promoting students' achievement in computer science classrooms.

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