The Effect of Group Composition on Individual Student Performance in an Introductory Economics Course
AbstractWhat is the best way to allocate students to small teams in those economics courses that rely on small group work to enhance individual student learning? While experts in collaborative learning provide many suggestions, little empirical work has been done. This article begins to fill the gap. It examines whether a variety of characteristics of the small semipermanent team to which an introductory economics student was randomly assigned affect the student's performance on the identical final exam in eight sections of a principles course over three years, holding individual student characteristics the same. The empirical results suggest that peer effects from such group characteristics have weak or negligible effects and do not support the experts’ general advice on how to form teams. A few other perhaps surprising results emerged.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 42 (2011)
Issue (Month): 2 (April)
Contact details of provider:
Web page: http://www.tandfonline.com/VECE20
You can help add them by filling out this form.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty).
If references are entirely missing, you can add them using this form.