Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment

2002 ◽  
Vol 24 (5) ◽  
pp. 495-501 ◽  
Author(s):  
S.C. Willis ◽  
A. Jones ◽  
C. Bundy ◽  
K. Burdett ◽  
C.R. Whitehouse ◽  
...  
Keyword(s):  
Small Group ◽  
Student Perceptions ◽  
Quantitative Evaluation ◽  
Small Groups ◽  
Group Work ◽  
Small Group Work ◽  
Qualitative And Quantitative

scholarly journals Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

2021 ◽  
Author(s):  
Timothy Gould
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Online Surveys ◽  
Student Responses ◽  
Small Group Work ◽  
Student Effort ◽  
Undergraduate Chemistry ◽  
Class Environment ◽  
Student Confidence

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

scholarly journals Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

2021 ◽  
Author(s):  
Timothy Gould
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Online Surveys ◽  
Student Responses ◽  
Small Group Work ◽  
Student Effort ◽  
Undergraduate Chemistry ◽  
Class Environment ◽  
Student Confidence

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

THE EFFECT OF SMALL GROUP WORK STRATEGY ON STUDENTS’S ACHIEVEMENT IN WRITING PROCEDURE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Asrina Sari Siregar ◽  
Sumarsih Sumarsih ◽  
Masitowarni Siregar
Keyword(s):  
Small Group ◽  
Research Design ◽  
Experimental Research ◽  
Group Work ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Control Group ◽  
Small Group Work ◽  
Procedure Text ◽  
Experimental Group

This study attempts to discover the effect of applying Small Group Work Strategy on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this research was the nineth (IX) grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes with the total number of students is 90. The samples of this research were taken by random sampling through lottery technique. The result was class IX1 consisted of 30 students became the experimental group and class IX3 consisted of 30 students became the control group. The experimental group was taught by Small Group Work Strategy while the control group was taught by using individual work strategy. The instrument was used to collect the data was writing procedure text. After the data were analyzed, it was found that the value of t-observed was 3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis (Ho) is reected and the hypothesis alternative (Ha) is accepted.Key words : Small Group Work Strategy, Writing Procedure Text.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

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