Please use this identifier to cite or link to this item:
http://hdl.handle.net/11375/5627
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Muller, Edward Thomas | en_US |
dc.contributor.author | McMaster University, Faculty of Business | en_US |
dc.date.accessioned | 2014-06-17T20:39:12Z | - |
dc.date.available | 2014-06-17T20:39:12Z | - |
dc.date.created | 2013-12-23 | en_US |
dc.date.issued | 1988-03 | en_US |
dc.identifier.other | dsb/83 | en_US |
dc.identifier.other | 1082 | en_US |
dc.identifier.other | 4944105 | en_US |
dc.identifier.uri | http://hdl.handle.net/11375/5627 | - |
dc.description | <p>21, 2 leaves ; Includes bibliographical references (leaf 15). ; "March, 1988."</p> | en_US |
dc.description.abstract | <p>Beheshtian-Ardekani and Mahmood [1] recently proposed a method of assigning students to groups for class projects which considers a student's background, in order to achieve a balanced distribution of student skills among group members. By creating balanced groups of experienced and inexperienced students, they had assumed, but not shown, that the instructor would be giving weaker students a better chance to learn from the stronger members of a group, there would be greater synergistic learning effects, and students would be happier with the project experience. This experiment takes their approach to assign students to balanced groups using a people-sequential heuristic, then compares students' experiences with the group project against the experiences of students assigned randomly. The results show that balanced groups have a modest advantage over groups that are formed randomly. Students in balanced groups felt slightly more satisfied with and challenged by the group, and shared the workload more evenly. By comparison, students in randomly-assigned groups were much less unanimous or homogeneous in their sentiments about the quality of the group-project learning experience.</p> | en_US |
dc.relation.ispartofseries | Research and working paper series (McMaster University. Faculty of Business) | en_US |
dc.relation.ispartofseries | no. 292 | en_US |
dc.subject | Business | en_US |
dc.subject | Business | en_US |
dc.subject.lcc | Group work in education Business students > Psychological testing College students > Psychological testing Ability > Testing | en_US |
dc.title | Assigning students to groups for class projects: a test of two methods | en_US |
dc.type | article | en_US |
Appears in Collections: | DeGroote School of Business Working Paper Series |
Files in This Item:
File | Size | Format | |
---|---|---|---|
fulltext.pdf | 416.08 kB | Adobe PDF | View/Open |
Items in MacSphere are protected by copyright, with all rights reserved, unless otherwise indicated.