Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis
Year: 2018
Type: review
Study designs: Systematic Review, Meta-Analysis
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.
Source: Journal of Technology Education
Authors: Sema Kalaian, Rafa Kasim, Julia Nims
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2808905997