What Determines High-and Low-Performing Groups?. The Superstar Effect

Abstract

The notion that greater learning outcomes will be achieved if the cognitive work is distributed amongst a group of individuals working together versus working alone has received mixed support when explored empirically (e.g., Daiute & Dalton 1993;Johnson & Johnson, 1991). This study examined the relationship between small-group collaborative learning structures and the potential predictors of groups' overall academic performance. We sought to identify specific factors that distinguished high-performing groups from low-performing groups in the classroom. Class attendance and individual-level academic performance were positively related to group-level academic performance. Further, it was predicted that groups consisting of an exceptionally high-performing member, or superstar, would achieve greater group-level academic performance than groups consisting of members who performed similarly. However, the greater the distance between the highest-performing member's score and the average of the other group members' scores on individual-level tasks, the lower the score on group-level tasks. This difference between the highest scoring group member and the rest of the members is referred to as the Superstar Difference Score. Qualitative and quantitative analyses indicated that the Superstar Difference Score is a reliable, negative predictor of group-level academic performance. Practical implications for classroom instructors and future directions for education research resultant from this study's superstar effect are discussed.

Effect of Group Work on EFL Students’ Attitudes and Learning in Higher Education

“…They stated that group work helped students remember information better than the students who worked individually. Many other studies supported this idea (Gomleksize, 2007;Tuan & Neomy, 2007;Wichadee, 2007;Li et al, 2010;Nihalani et al, 2010;Li & Vandermensbrugghe, 2011 among others).…”

“…For example, when one group member dominates the group, group performance reflects the groups' member level instead of the whole group together (Nihalani, et al, 2010). Some students get praise for doing very little work while others do most of the work.…”

“…It has shown that group work helps students learn and remember knowledge better than individualistic learning (Cockrell et al, 2000;Johnson et al, 2000). Overall, research demonstrates that group work results in better achievement and more effective relationships among students (Gomleksize, 2007;Tuan & Neomy, 2007;Wichadee, 2007;Li et al, 2010;Nihalani et al, 2010;…”

“…Groups can also be formed based on ability where clever students are grouped with weak ones. The point is to allow the weak students to watch and learn from high achievers, which will eventually improve their performance (Nihalani et al, 2010).…”

“…In a more recent study, Nihalani et al (2010) aimed to find out how students collaborate within a group and its effect on group work success. They assigned 101 students randomly in groups of five to seven.…”