Small-group learning methods appear more effective for first-year freshmen than for higher-level college students in engineering and technology courses¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Effect sizes in first-year freshmen classrooms (d = 0.84) were much larger than in sophomore, junior, and senior classrooms (d = 0.38). → 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/

q3 · i3 · quant-synthesis · r1

Subgroup analysis of classroom level (Table 1) across the 26 effect sizes: 4 effect sizes from first-year classes (d = 0.84, p = 0.00) versus 22 from higher classes (d = 0.38, p = 0.00). The article concludes the methods were "much more effective in the freshmen level".

"the effect sizes for first-year freshmen classrooms were much larger (d = 0.84) than the effect sizes of the higher level college classrooms (sophomores, juniors, and seniors; d = 0.38)"

Discussion¶

Related Claims¶

• Cooperative and collaborative learning show larger achievement effects than problem-based and peer-led team learning in engineering and technology classrooms — related
• 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 — a broader claim this one bears on