Research
Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis
Authors:
Sema A. Kalaian ,
Eastern Michigan University, US
About Sema
Professor in the College of Technology at Eastern Michigan University
Rafa M. Kasim,
Indiana Tech University, US
About Rafa
Adjunct Professor in the Department of Global Leadership at Indiana Tech University
Julia K. Nims
Eastern Michigan University, US
About Julia
Professor of Halle Library at Eastern Michigan University
Abstract
This study reports the results of a meta-analysis synthesizing the available literature on the effectiveness of various forms of small-group learning methods on the academic achievement of college students in undergraduate engineering and technology classrooms. The meta-analytic results showed that cooperative learning, collaborative learning, problem-based learning, and peer-led team learning pedagogies were studied in college technology and engineering classrooms. The results also revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students’ academic achievement with an overall positive weighted average effect size of 0.45 in standard deviation units favoring small-group learning methods. The findings might help engineering and technology instructors and educators by providing guidance in identifying the conditions under which various forms of innovative small-group pedagogies are more effective than the traditional lecture-based teaching and individualized instruction.
How to Cite:
Kalaian, S. A., Kasim, R. M., & Nims, J. K. (2018). Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis. Journal of Technology Education, 29(2), 20–35. DOI: http://doi.org/10.21061/jte.v29i2.a.2
Published on
22 Mar 2018.
Peer Reviewed
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