Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes

Abstract

This article consolidates suggestions about ways to increase individual student involvement in small-group activities for psychology classes. First, the literature on group productivity and social loafing is reviewed. Findings are organized through the discussion of 3 critical domains for increasing effectiveness of small groups. Second, articles published in Teaching of Psychology that describe small-group activities are reviewed, giving attention to techniques that authors have recommended to ensure student participation.

Persuasion Wars: Practicing social influence

“…Many educators and researchers have touted the benefits of active, rather than passive, learning (see e.g., Bonwell & Eison, 1991;Davis, 1993;McKeachie, 2002). In addition, collaborative learning, an active learning approach in which students work in teams or small groups to master the material, has gained considerable support (Johnson, Johnson, & Smith, 1991;Meyers, 1997;Slavin, 1980). Recently, Elias and Pratkanis (2006) compiled a review of over 50 social influence teaching activities that provide some form of active or collaborative learning.…”

Presenting Controversial Issues in Applied Psychology through Debate-Style Peer Teaching

“…Further refi nement of this activity should also include a peer review component, in part to control for social loafi ng (Meyers, 1997), and more structured guidance regarding required supplemental student materials. Regarding the evaluation methods used for this technique, the addition of other randomised procedures, including a lecture-only group that could allow comparisons of group differences on exam performance, would be necessary in order to make more causal assertions.…”

Shyness and Students' Perceptions of Seminars

“…There exists some research directed at the goal of increasing student participation in seminars (for example, Bennett et al, 2002;Meyers, 1997, for reviews). Approaches that have been recommended include arranging the structure of tasks to include activities where group members are interdependent or where specific roles can be allocated -these serve to foster belief in the value of individual contributions.…”

“…Thus, for example, rates of contribution are correlated with higher social and academic status, measured by sociometric techniques (Bianchini, 1997;Cohen, Lotan and Leechor, 1989). Social loafing, where less effort is expended in group settings relative to working alone (Latané, Williams and Harkins, 1979) is a factor in the productivity of small groups and may contribute to lack of participation in seminars (Meyers, 1997). Contextual factors such as seating arrangements can also influence the pattern of participation (Beard and Hartley, 1984).…”