Groups That Work: Student Achievement in Group Research Projects and Effects on Individual Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Renee Monson
Keyword(s):  
Research Methods ◽  
Liberal Arts ◽  
Undergraduate Research ◽  
Individual Learning ◽  
Individual Characteristics ◽  
Methods Course ◽  
Research Projects ◽  
Research Project ◽  
Group Research ◽  
Average Grade

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning (grade on final paper). The sample includes 257 students who completed a sociology research methods course at a small liberal arts institution between 2004 and 2015. Group achievement (grade on group research project) is predicted by group size, gender composition of the group, and group’s average grade on midterm exams. Group achievement on the research project contributes to subsequent individual learning (grade on final paper) even after controlling for individual characteristics (student’s gender, race, and average grade on midterm exams) and group characteristics. The findings support claims that group research projects are an effective pedagogy for undergraduate sociology research methods courses and point to some guidelines for instructors’ composition of groups for research projects.

The Trajectory of an Undergraduate Researcher

2022 ◽  
Vol 22 (1) ◽  
pp. 143-147
Author(s):  
Andrea Bresee ◽  
Joyce Kinkead
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course ◽  
Research Projects ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
English Majors ◽  
English Major

Abstract This article focuses on the progress of an undergraduate English major on the scholarship continuum outlined by Laurie Grobman (2009). The student engaged in authentic research in a research methods course for English majors, a class that also meets a university requirement of “quantitative intensive,” and she completed two research projects of note. Her journey has implications and significance for faculty in designing undergraduate research experiences.

Do They Have to Like It to Learn from It? Students’ Experiences, Group Dynamics, and Learning Outcomes in Group Research Projects

2018 ◽  
Vol 47 (2) ◽  
pp. 116-134
Author(s):  
Renee A. Monson
Keyword(s):  
Small Group ◽  
Learning Outcomes ◽  
Group Dynamics ◽  
Liberal Arts ◽  
Group Composition ◽  
Task Type ◽  
Individual Characteristics ◽  
Research Projects ◽  
Positive Effects ◽  
Group Research

Small-group pedagogies, such as group research projects, are a common instructional method in undergraduate education. The literature suggests that small-group learning has positive effects on learning outcomes, but some students have negative attitudes toward group work, and student complaints about negative group dynamics, such as free-riding, are common. This study examines the relationship between learning outcomes associated with group research projects, student experiences, and group dynamics, controlling for students’ individual characteristics, group composition, task type, and incentive structures. The sample includes data on course records and self-assessment narratives for 240 students who completed a sociology research methods course at a small, private liberal arts institution between 2004 and 2015. Multivariate analyses indicate that students’ experiences have indirect effects on individual learning outcomes, and some aspects of group composition, task type, and group dynamics predict students’ experiences with group research projects.

For the Undergraduate Research Methods Course

1987 ◽  
Vol 32 (2) ◽  
pp. 170-170
Author(s):  
William J. Froming
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Methods Course

scholarly journals Integrating open science in the teaching of cognitive research methods

2020 ◽  
Author(s):  
Ralph S. Redden ◽  
Colin R McCormick
Keyword(s):  
Research Methods ◽  
Undergraduate Research ◽  
Scientific Practice ◽  
A Priori ◽  
Daily Practice ◽  
Open Science ◽  
Methods Course ◽  
Replication Experiment ◽  
Successful Replication ◽  
Oral Presentations

Openness, transparency, and reproducibility are widely accepted as fundamental aspects of scientific practice. However, a growing body of evidence suggests that these features are not readily adopted in the daily practice of most scientists. The Centre for Open Science has been championing efforts for systemic change in the scientific process, with newly adopted practices such as preregistration and open sharing of data and experimental materials. In an effort to inculcate these practices early in training, we have integrated several key components of open science practice into an undergraduate research methods course in the cognitive sciences. Students were divided into four research teams, each with the goal of carrying out a replication experiment related to the study of attention; specifically, temporal orienting, alertness, prior entry, and the attentional blink. Teams completed a preregistration exercise, and importantly, were encouraged to consider a priori the criteria for a successful replication. They were also required to collect and analyze data, prepare manuscripts, and disseminate their findings in poster symposia and oral presentations. All project materials can be found at https://osf.io/gxkfq/. Critical appraisal of the goals and implementation of the course are discussed.

scholarly journals Undergraduate Research Embedded Across Course Levels and Types Through Scaffolded Projects

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sara Z Evans ◽  
Jocelyn Evans
Keyword(s):  
Course Design ◽  
Undergraduate Research ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Faculty Members ◽  
Criminological Theory ◽  
Methods Course ◽  
Research Project ◽  
Upper Level ◽  
Undergraduate Research Project

This article explores how to embed an undergraduate research project within a course and summarizes the student experience in courses including undergraduate research. The authors specifically focus on how to modify and alter materials to fit with different course foci and different course levels. We have been leading an interdisciplinary, multi-year research project for the past four years. During that time, we have scaffolded a research project from year to year. Each piece of the project has been embedded within a course. However, the specific course level and content focus has changed from year to year.  By embedding a research project within a class, faculty members have a unique opportunity to give their students a high-impact experience and further their own research simultaneously. We have successfully mentored and supervised students in the following formats: a freshman interdisciplinary honors course, two different undergraduate criminal justice courses made up of 5-10 students that were focused around criminological theory testing, individual directed study projects with graduate students, a 30-40 person upper level criminology research methods course, and a freshman individual directed study research project. Throughout all of these modalities, we have kept a core type of course design and course requirements but modified the components and grading criteria as needed for the type and level of course. We will summarize and discuss student assessment data both on their experience in the course as well as their achievement of student learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document