ArticleHeliyon2022
Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.
Article in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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
1 citing paper in PubMed, 2 citations in OpenAlex.
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aimed to explore teachers' management and assessment strategies of free-riders, and the challenges they faced in the process at selected secondary schools in Ethiopia. To address these objectives, a concurrent mixed-methods design was adopted. 146 teachers were selected for the questionnaire survey while four teachers were selected for follow-up interviews. To decide teachers' management and assessment levels of free-riders, a one-sample t-test was used at (α = 0.05) while the qualitative data were described based on their themes. The results showed teachers infrequently used some assessment strategies even if they offered the same marks for an unequal contribution. As well, teachers attempted to apply various management strategies although they fall short of sharing the tasks with individual members. Also, workload, class size, lack of sufficient skills, and failure to report free riders were some of the challenges teachers faced in the management and assessment of free riders.
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Registered trials
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