Quality of explanations is higher in groups containing above-average students than in groups without them¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Group-ability composition affects explanation quality: the quality of explanations is higher in groups with above-average students than in groups without these students. → Janssen 2010

Evidence¶

Janssen 2010¶

Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010). Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches. Educational Psychology Review. https://doi.org/10.1007/s10648-010-9131-x

q2 · i? · review · r2

The review reports, citing Webb et al. (1998), that "the quality of explanations is higher in groups with above-average students than in groups without these students." No effect size or sample details are printed.

"Research has demonstrated that it is important that a certain level of expertise is available within the group, because the quality of explanations is higher in groups with above-average students than in groups without these students (Webb et al. 1998)."

Discussion¶

Related Claims¶

• Pre-policy, classroom average ability related positively to test scores but positively to failure, with effects strongest for high-ability students — related
• Between- or within-class homogeneous ability grouping has a small negative effect on low-ability primary students but no effect on other students — related
• Average test scores are higher when classes are sorted by skill, driven by large learning gains for high-skilled students and slightly lower scores for low-skilled students — related