Development of a Learning Model for Large Class Cohorts to Strengthen Learning Outcomes of Students Based on Differentiated Instruction (original) (raw)
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2018
In problem-based learning large cohorts of students are divided into smaller groups that pursue learning objectives with separate instructors called tutors. This presents challenges for tutors tasked with providing similar educational experiences and assessment of multiple groups of students. Here we evaluated between-group variation in test scores that are attributable solely to the random sampling without replacement process used to form smaller groups. We then compared this with the actual betweengroup variation in test scores in a university-level zoology class over 4 years. We found the variation attributable exclusively to group formation accounted for a 14.4-16.2 point differential between groups whereas differences in empirical test scores attributable to group formation and other factors such as tutor capacity and group dynamics ranged from 12-18 points and rarely exceeded the variation inherent solely to group formation. This implies ad-hoc strategies for reducing variatio...
An experiment to measure learning in a collaborative assessment environment
Proceeding of the 2009 …, 2009
The SIETTE collaborative environment allows students to take tests together in small groups. Individuals can communicate and hold discussions to solve test questions. This paper describes the summative evaluation of the SIETTE collaborative environment and the relationship between the collaboration and the actual improve ment which occurs in the student knowledge level. We conclude that under certain conditions improvement occurs and can be measured.
Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), 2019
This study aims to compare the learning model of Student Teams Achievement Division (STAD) with Numbered Head Together (NHT) toward the students' mathematics learning outcomes. In this study, the type of research is experimental research with randomized post test only comparison group design. Each group was treated and only compared to the final test. The population in this research was students of 3rd semester at PGMI UIN Sunan Kalijaga Yogyakarta. To determine the sample in this study, Purposive Random Sampling (sample purposed) was used with sample of class unit, randomly choosing 2 of 3 existing classes so that obtained sample of class IIIB students treated by cooperative model type Student Teams Achievement Division (STAD) and class IIIC were given the treatment of cooperative model type Numbered Head Together (NHT). The instrument used in this study was a test. The test used in this study is a written test in the form of a description. To find out whether there are differe...
Higher Education Research Group Adelaide (HERGA) Conference, Adelaide, South Australia, 2023
There are several factors that impede smooth functioning of student groups while working on group assessments. These include interpersonal disagreements, group composition issues, unequal distribution of workload and social loafing (Hirshfield & Koretsky 2018; Trroussas et al 2023). To address challenges related to group composition, Pardes and Rodriguez (2006) suggest grouping students according to their learning styles (homogenous groups) may provide synergy and provide opportunities to improve learning outcomes. Conversely, Grigoriadou et al. (2006) argue that heterogenous groups with dissimilar or mixed learning styles has the advantage of generating dynamic group interactivity and ideas from different perspectives. Hence, our study aimed to investigate whether grouping students based on similar (homogenous) and dissimilar (heterogenous) learning styles had a positive impact on students’ academic performance. The study involved students completing a Felder-Soloman Index of Learning Style Survey (ILS) in the first week of the first-year unit - Organisational Behaviour. We assigned students who had one single dominant learning style into similar (single) learning style groups (8 groups). Students who had similar scores on two different learning styles were grouped under two styles category (3 groups). We combined the students of different learning styles to create mixed learning styles’ groups (11 groups). Finally, the students who did not complete the survey were placed under ‘Random Groups’ (6 groups). Students participating in the study completed two types of assessments in their groups. As a formative assessment, there were 8 weekly group concept games (non-graded) spread across the duration of the topic. A group case report constituted the summative part of the assessment that required students work in groups. The analysis results showed that the mixed learning styles groups performed better in the group assessments than those in the single or two style groups. Eight out of 11 mixed learning style groups were on the top 15 in the leaderboard table for the formative assessment (weekly group concept games), and six out of 10 groups that obtained distinction in the group case report formative assessment belonged to the mixed learning style groups category. The results of this study suggest that forming groups based on mixed learning styles may provide opportunities to enhance learning outcomes for students in group assessments in university courses.
Impact of Performance Level and Group Composition on Student Learning during Collaborative Exams
Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education, 2017
Collaborative exams have shown promise for improving student learning in computing. Prior studies have focused on benefits for all students, whereas this study seeks to refine our understanding of which students benefit and how group composition impacts that benefit. Using a crossover experimental design, the study first investigates whether students from differing performance levels (low, medium, or high) benefit from the collaborative exam. We find that students in the middle of the class (neither high nor low performers) tend to benefit strongly from the collaborative exam. Second, we explore whether group composition based on performance levels impacts the performance of members of the group. The results suggest more homogeneous groups (i.e., students in the group are at similar performance levels) are beneficial whereas students in groups with high heterogeneity do not experience significant performance differences between the pre-test and post-test.
MountainRise, 2010
Group tests are one format for cooperative learning and assessment. However, while groups typically outperform individuals on group tests, how does cooperation translate into individual learning? This project examines students' responses when allowed the opportunity to 're-do' quiz answers after completing a group quiz. Thematic analysis is used to identify seven categories for how students explain their new responses. While some of these categories show a positive impact in helping students to sharpen definitions and remember class experiences, other categories illustrate students' lack of understanding of course material, inability to formulate an argument and/or misunderstanding of the assessment context.
Teaching Innovations, 2015
In primary school, learning fractions is a central mathematical objective. However, the mastery of basic procedures involving fractions presents a difficulty for many students. e aim of the current intervention is to introduce structured cooperative learning as means to improve students’ learning, particularly for average achievers. Previous research has underscored that heterogeneous groups might be deleterious for average achievers because they are excluded by the teacher learner relationships that is likely to take place between low and high achievers students. This intervention proposes structuring interactions in order to boost the learning of average achievers in heterogeneous groups. We hypothesize that highly structured cooperative learning should improve average achievers’ understanding of the content-targeted in group work as well as progress in terms of fractions learning, when compared to low-structured cooperative learning. In this intervention, 108 fifth graders worked cooperatively in heterogeneous triads (a low, average, and high achiever). The triads had to express the length of one segment using three rulers with different sub-units and respecting three mathematical skills regarding fractions. Triads were randomly assigned to a low-structured or high-structured cooperative learning condition. In the low-structured condition, no specific structure was provided. (i.e., they organized their cooperative work as they wished). In the high-structured condition, each student became an expert for one part before working in the triad and endorsed different responsibilities. The results indicated that highly structured cooperative learning favors the understanding of the targeted task, especially for average-ability students. Moreover, students at all levels progressed from the baseline test to the post-test. Indeed, low and high achievers had the same progression in both conditions, whereas average achievers progressed more in the highly structured condition. Results are discussed in terms of new teaching methods that could efficiently increase average achievers’ performances.