Collaborative pedagogies such as problem- and project-based learning are more likely to promote students' sense of belonging than lecture-based pedagogies, but effects depend on the group's attributes¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Pedagogies requiring students to work together are more likely to promote a sense of belonging, at least to other students, than many lecture-based pedagogies, though the degree depends on other students' attributes, values, and attitudes. → Kelly-Ann Allen 2025
Evidence¶
Kelly-Ann Allen 2025¶
Kelly-Ann Allen. (2025). School Belonging: Evidence, Experts, and Everyday Gaps. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10055-x
q1 · i? · qualitative · r2
Expert interview with Vincent Tinto, quoted in the real-world applicability theme of this narrative-analysis study. He argues current theories fail to tell faculty how to structure engagement to promote belonging, and that faculty must organize classes intentionally so as not to marginalize students. No effect size printed.
"the use of pedagogies that require students to work together, such as problem and project-based learning, is more likely to promote a sense of belonging, at least to other students, than would many lecture-based pedagogies."
Discussion¶
Learner Variables¶
- Belonging — outcome: instruction changes it
Related Claims¶
- Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — related
- Belonging Interventions Improve Outcomes — related
- Belonging is multi-faceted and context-dependent, with different expressions (group membership, momentary feeling, durable sense) often conflated in research — related
- Women of color are the least likely, and white men the most likely, to report a sense of belonging in STEM majors — related
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- AMPT gave students the opportunity to express themselves and see their interests reflected in the math domain — related
- Collaborative Learning Improves Outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
collaborative-pedagogy-promotes-belonging |
title |
Collaborative pedagogies such as problem- and project-based learning are more likely to promote students' sense of belonging than lecture-based pedagogies, but effects depend on the group's attributes |
description |
Collaborative pedagogies such as problem- and project-based learning are more likely to promote students' sense of belonging than lecture-based pedagogies, but effects depend on the group's attributes |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kelly-ann-allen-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.