Small-group learning methods produce a moderate positive overall effect on college students' achievement in undergraduate engineering and technology classrooms compared with lecture-based and individualized instruction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Across 26 independent effect sizes from 18 primary studies analyzed with a random-effects model, small-group learning methods showed a significant positive weighted average effect of d = 0.45 on undergraduate engineering and technology students' achievement. → Kalaian 2018

Evidence¶

Kalaian 2018¶

Kalaian, S. A., Kasim, R. M., & Nims, J. K. (2018). Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis. Journal of Technology Education, 29(2). https://scholar.lib.vt.edu/ejournals/JTE/

q4 · i2 · quant-synthesis · r2

Random-effects meta-analysis of 26 independent effect sizes (Hedges's g) extracted from 18 primary studies comparing small-group learning to lecture-based or individualized instruction in undergraduate technology and engineering courses. The article reports "d = 0.45, p < 0.00", with effect sizes ranging from -0.28 to +1.40 and 22 of 26 favoring small-group learning.

"the results of the random-effects model revealed that the overall weighted average of the 26 effect sizes was positive and significant (d = 0.45, p < 0.00)"

Discussion¶

Related Claims¶

• Cooperative learning produces a medium, positive, significant effect on mathematics achievement compared with traditional methods (d++ = 0.59) — related
• Small-group learning improves undergraduate STEM achievement — a broader claim this one bears on
• Collaborative Learning Improves Outcomes — related
• Active Learning Improves Exam Performance — related
• Small-group learning methods appear more effective for first-year freshmen than for higher-level college students in engineering and technology courses — a narrower finding that bears on this claim
• Cooperative and collaborative learning show larger achievement effects than problem-based and peer-led team learning in engineering and technology classrooms — a narrower finding that bears on this claim
• Cooperative Learning Improves Achievement — related
• Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related