Which Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science Classrooms.

ABSTRACT: While group work in undergraduate science education tends to have overall benefit, less is known about the specific peer-peer dynamics that optimize learning during group interaction. The current study used peer ratings and self-reported data from 436 students enrolled in team-based undergraduate science courses (biology or chemistry) to determine group dynamics that predicted both willingness to work with peers in the future and individual achievement in the course. Results show that greater personal connection and contributions predicted willingness to work with a group member (R²_biology = 0.75; R²_chemistry = 0.59). While active contribution to a group predicted greater achievement, more noncontent interactions (e.g., encouragemen

SUBMITTER: Premo J 

PROVIDER: S-EPMC9582812 | biostudies-literature | 2022 Sep

REPOSITORIES: biostudies-literature