ArticleCBE life sciences education2018
When Group Work Doesn't Work: Insights from Students.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
24 citing papers in PubMed.
- The Fourth Credit Hour: How do we Teach in Biology Discussion Sections?CBE life sciences education · 2026Article
- Making teamwork work: enhancing teamwork and assessment in higher education.FEBS open bio · 2025Review
- Facilitators and barriers to online group work in higher education within health sciences - a scoping review.Medical education online · 2024Article
- How Students Learn during the Pre-Briefing and Observation of Facilitation in a High-Fidelity Patient Simulation: A Narrative Analysis.Healthcare (Basel, Switzerland) · 2024Article
- Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment.Journal of microbiology & biology education · 2024Article
- The Role of Inclusion in Collaborative Learning.Medical science educator · 2024Article
- Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams?CBE life sciences education · 2024Article
- Demographic isolation and attitudes toward group work in student-selected lab groups.PloS one · 2024Article
- Collaborating within a Lockdown: Students' Online Collaboration to Develop a College Readiness Workshop during the COVID-19 in-person restrictions.The journal of experiential education · 2023Article
- Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks.CBE life sciences education · 2023Article
- Turkish middle school students' evaluation of fallacious claims about vaccination.Cultural studies of science education · 2023Article
- Success4life Youth Empowerment for Promoting Well-being and Boosting Mental Health: Protocol for an Experimental Study.JMIR research protocols · 2022Article
- Which Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science Classrooms.CBE life sciences education · 2022Article
- Exploring the online learning experience of first-year speech-language pathology students in a Johannesburg-based university.The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 2022Article
- Article
- Beyond the Traditional Classroom: Increased Course Structure and Cooperative Learning Remove Differences in Achievement between Students in an In-Person versus Hybrid Microbiology Course.CBE life sciences education · 2022Article
- "It's Doable": International Graduate Students' Perceptions of Online Learning in the U.S. During the Pandemic.Journal of studies in international education · 2022Article
- A mobile technology-based cooperative learning platform for undergraduate biology courses in common college classrooms.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students.CBE life sciences education · 2021Article
- Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity.PloS one · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Students in both high- and low-performance groups still complained of unequal contributions while praising the social support provided by groups. Students who scored highly on tests were more likely to recognize the benefits of group work, regardless of their groups' overall performance levels, while lower-scoring students perceived group work as time-consuming "busy work" with little cognitive benefit. Comments from anonymous peer evaluations differed only subtly between high- and low-performance groups. Numerical ratings on these evaluations did correlate with overall group performance. However, students in lower-performance groups assigned harsh ratings to their low-scoring members, while students in higher-performance groups were more generous in their ratings for low-scoring members. We discuss implications of relying on support strategies for promoting productive group work.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.