what kind of groups and individuals succeed in collaborative projects? john a. johnson penn state...
TRANSCRIPT
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What Kind ofGroups and Individuals
SUCCEEDin Collaborative Projects?
John A. Johnson
Penn State DuBois
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Nature of the Project
Students in a large (~180) introductory psychology class were assigned to groups of 7-8 students.
Each group was to write an annotated list of web sites that helped answer 8 general questions about psychology.
Each student wrote his or her own answers to the questions.
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Goals of Project
•To restore thoughtful exploration of ideas
•To increase internet literacy
•To assess how well students learn this way
–for the class, overall
–for different types of students
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Observational Aside
• Witness the long string of trends and fads in teaching
• Yesterday, Total Quality Management
• Today, technology and collaboration
• Each hailed as THE ANSWER
• THE answers deny learning styles
• Bottom line: Does technique work?
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For Missing Details
• Full report available at:
http://cac.psu.edu/~j5j/persona/courses/courses.html#Empower96
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Setup Logistics
• Assess computer attitudes and literacy on first day of class
• Enter scores in spreadsheet; sort to distribute talent in groups
• Result: ~180 students in 25 groups of 7-8 students
• Signs labeled A-Y hung around auditorium perimeter
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Assignments & Activities
• 50% each class allotted to group meetings and training for 3 weeks
• Meeting 1: Informal, introductions
• Meeting 2: 8 research questions;½ supportive, ½ supportive skills
• Meeting 3: Detailed description of expectations
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Expected Product
• One annotated list of web sites for entire group
• Each member writes own answers to eight questions
• Annotated list & answers emailed
• Each student rates contribution of each group member
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Criteria of Individual Success
• Score on ungraded multiple-choice test
• Score on research project
• Contribution rating from group
• Specific + and - behaviors
• Post-test of attitudes/literacy
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Criteria for Group Success
• Equality of rated contributions
• # of valid web addresses
• # of questions adequately answered
• % of students who contributed
• Open-ended comments
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Multiple Choice Test Scores
• Difference between scores on 19 questions not lectured on and 21 questions lectured on not statistically different
• Overall performance (52%) lower than previous year (69%)
• Scores correlated→r = .24 (p<.01) with project score→r = .45 (p<.01) with contribution score
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Reports (N=166)
• 33 excellent (deep comprehension)
• 58 good (MC-test level)
• 54 okay (rote; mistakes & copying)
• 6 problems (marginal functioning)
• 15 failed to turn in anything
• Scores correlated r = .23 (p<.01) with rated group contribution)
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Correlates of Individual Project Scores
• Low Neuroticism– (depression, self-consciousness)
• High Extraversion– (assertiveness)
• High Openness to Experience– (openness to aesthetics & ideas)
• High Conscientiousness– (competence, dutifulness,
achievement striving, self-discipline)
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Distribution of Group Contribution Scores
0
5
10
15
20
1 3 5 7 9 11 13 15 17 19 21 23
Group Contribution Scores
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Correlates of Contribution to Group
• High Extraversion– (assertiveness and activity)
• High Openness to Experience– (openness to feelings)
• High Conscientiousness– (dutifulness, achievement striving,
self-discipline)
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Correlates of Positive and Negative Behaviors
• High Conscientiousness– competence– order– dutifulness– achievement striving– self-discipline– deliberation
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Follow-up Attitude QuestionsInterest in Web Searching
(compared to exams)
0
10
20
30
40
1 2 3 4 5 6 7 8 9 10
1 = low interest, 10 = high interest
Interest in Group Work(compared to individual work)
010203040
1 2 3 4 5 6 7 8 9 10
1 = low interest, 10 = high interest
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Correlates of Attitudes
• Who likes web searching?– Unpredictable from personality scores
• Who likes group work? Students with high scores on:– emotional stability– gregariousness & excitement-seeking
• and low scores on– openness to aesthetics– openness to feelings
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Indices of Group Success
0246
0 10 20 30 40 50 60 70 80 90 100
Percent of Students Contributing
Number of Groups
01234567
0 1 2 3 4 5 6 7 8
Number of Questions Answered Adequately
Number of Groups
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Correlates of Group Success
• % of Students Contributing related to– higher scores on multiple choice test– higher levels of
impulsivity, activity, immodesty– receiving the supportive rather than
directive skill handout
• Number of sites/answers related to– higher levels of openness to aesthetics
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Future Directions
• I’ve eliminated group projects as a uniform requirement
• Future projects will involve individual tailoring– Projects will be an optional alternative– Groups can choose their members– Students can choose research topics
that interest them– Personality self-assessment may help
estimate suitability for projects