Previous studies demonstrate that working in small teams enhances motivation, enthusiasm, and cooperative learning when compared to traditional learning methodology (Davies, 2009; Gaudet, Ramer, Nakonechny, Cragg, & Ramer, 2010). The purpose of this study is to understand the effectiveness and ineffectiveness of working in small groups in classrooms, and the effects that gender roles have. The present survey (N=138) reports on the effectiveness and ineffectiveness of working in small groups on assignments and projects in college level courses. Using a self-recording paper-and-pencil instrument, the researcher asked if the respondents have had the opportunity to work in small groups and how they felt about the outcome and success of the project assigned to the group, if they learned from working with the small group and if the goals were met when working in groups. It also asked if they believed that they would have been more effective in completing the work if they had worked alone. The students completing this survey were Hispanic and all students at a university in the southernmost region of Texas.
Hodgson, N. S., & Hanson, S. M. (2022). Small Groups: Effectiveness in a University Classroom and the Role Gender Plays in Group Interactions. Global Media Journal, 20(51), 1-3. doi.org/10.36648/1550-75220.127.116.117
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Global Media Journal