Journal Article

Group Quizzes: An Extension of the Collaborative Learning Process

Slusser, Suzanne R., Erickson, Rebecca J.

2006

Overview

Research has documented that collaborative learning groups improve student learning and increase the likelihood that students will have positive attitudes about both the subject matter and their peers. However, researchers know much less about how collaborative learning groups may influence student behavior and the extent to which their utility extends to testing as well as projects and papers. In an effort to address these gaps, we used quasi-experimental and survey data to examine the effects of collaborative testing on Introduction to Sociology students' learning, behavior, and attitudes. Findings indicate that collaborative testing improved students' behavior and attitudes. In comparison to a control group, students who participated in collaborative testing reported completing more of their assigned readings and had improved attitudes toward their learning, the testing process, and sociology.

• Publisher: American Sociological Association,SAGE Publications
• Subject: Academic Achievement / Attitude Change / Attitude surveys / Attitudes / Behavior / Cognitive style / Collaboration / Collaborative learning / College instruction / College Students / Control Groups / Cooperative Learning / Course Content / Educational tests / Group dynamics / Group Work / Groups / History and organization of sociology / History, theory and methodology / Learning / Learning Processes / Organization of profession, research and teaching. Deontology. Sociology of sociology. Epistemology / Outcomes of Education / Peers / Positive thought / Quasi-experimental methods / Quasiexperimental Design / Quizzes / Reading Assignments / Researcher subject relations / Slavin, Robert E / Sociology / Student Attitudes / Student Behavior / Student Surveys / Students / Teachers / Teaching Methods / Testing / Tests