Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis

被引：567

作者：

Springer, L ^{[1
]}

Stanne, ME ^{[1
]}

Donovan, SS ^{[1
]}

机构：

[1] Beloit Coll, Dept Biol, Beloit, WI 53511 USA

来源：

REVIEW OF EDUCATIONAL RESEARCH | 1999年 / 69卷 / 01期

关键词：

D O I：

10.2307/1170643

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.

引用

页码：21 / 51

页数：31