Verbal inactivity in tutorial groups, under conditions of varying preparation and leadership

Abstract

The effects of variations in preparation and leadership on verbal inactivity in tutorial groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by Chisquare analysis, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership influenced verbal inactivity in groups. The obtained leadership effects were explained in terms of interaction-expectation tlaeory, and behaviour modelling.

Turn-taking in tutorial group discussion, under varying conditions of preparation and leadership

“…These experimental effects are similar to those reported by Baxter (1985) in a study of the effects of leadership and preparation on verbal inactivity in tutorial groups.…”

“…These case histories were considered to be highly relevant to discussion group members and designed to capture their interest quickly. An example is contained in Baxter (1985). The discussion task that faced group members at each tutorial was to attempt to solve two problems that were posed for each case history, namely: (a) To identify the factors contributing to the disruptive behaviour, and (b) To suggest and evaluate all possible solutions to the problem facing the teacher in the case.…”