Let’s do this together: Do the quantity and the quality of collaborative learning predict achievement among college students?

Abstract

Collaborative learning (CL) is a common teaching strategy in colleges that involves actively working in groups to achieve a goal. Several studies and theories endorse it as contributing to students’ achievement, motivation, and higher-order thinking skills. However, these studies are inconsistent in the way they define and operationalize CL. For example, they do not separate the quantity and the quality of CL, nor do they distinguish between course-specific and general attitudes toward CL. The study suggests that researchers should define CL more precisely, and demonstrates this approach using a case study ( N = 38). This study examines whether the quality and quantity of group work predicted course achievement after controlling for prior achievement, individual-level motivation, and social ties among students. Quality of CL was operationalized as positive attitudes toward CL in the current course and in general, and quantity of CL was operationalized as the frequency of interactions among group members. Social ties were measured using Social Network Analysis (SNA) which allows researchers to identify the number and strength of connections among students. Findings suggest that positive attitudes toward CL in the current course predicted higher achievement levels, but the frequency of interactions and positive attitudes toward CL in general were associated with lower achievement levels. That is, in the current context, course-specific quality of CL was positively associated with achievement, but other ways of operationalizing CL were not, and in fact had negative relationships with achievement. The study also demonstrates the use of SNA when exploring students’ relationships; it shows that they were associated with course performance but that this association diminished after controlling for students’ attitudes. Overall, it is recommended that researchers clarify what they intend to measure when exploring CL, as this can have an important impact on findings.

The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students’ Experiences with Collaborative Learning During COVID-19

“…For each of those students, the participants also reported the frequency of the interaction: once, two or three times, once a week, or more than once a week. The students also reported their interactions with other students outside of class in a similar sociometric questionnaire, but these results are reported elsewhere (Anghel 2022).…”

“…Second, some of the items were altered to refer to experiences in the specific course as opposed to attitudes towards group work more generally (e.g., "In general, groups work effectively," was changed to "My research group worked effectively"). This was done to better reflect both general and course-specific attitudes toward group work, as both of them seem to be important when predicting CL outcomes (Anghel 2022). Two subscales resulted from this, representing satisfaction with group work in general and satisfaction with group work in the target course (see Table 1).…”