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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

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Rafa M. Kasim,

Indiana Tech University, US
About Rafa

Adjunct Professor in the Department of Global Leadership at Indiana Tech University

 

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Julia K. Nims

Eastern Michigan University, US
About Julia
Professor of Halle Library at Eastern Michigan University
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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
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Published on 22 Mar 2018.
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