Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment |
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| Authors: | Marina Micari Zachary Van Winkle Pilar Pazos |
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| Institution: | 1. Searle Center for Advancing Learning and Teaching, Northwestern University, Evanston, IL, USA;2. Department of Microsociology, Humboldt-University Berlin, Berlin, Germany;3. Demography and Inequality Research Group, WZB Berlin Social Science Center, Berlin, Germany;4. Department of Engineering Management &5. Systems Engineering, Old Dominion University, Norfolk, VA, USA |
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| Abstract: | In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed. |
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| Keywords: | Collaborative learning small-group learning higher education STEM education learning-group composition |
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