Comparison of Individual Answer and Group Answer with and without Structured Peer Assessment

Autor/in	Kablan, Zeynel
Titel	Comparison of Individual Answer and Group Answer with and without Structured Peer Assessment
Quelle	In: Research in Science & Technological Education, 32 (2014) 3, S.251-262 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2014.931840
Schlagwörter	Science Achievement; Peer Evaluation; Cooperative Learning; Grade 5; Elementary School Students; Elementary School Science; Teaching Methods; Group Dynamics; Group Discussion; Questioning Techniques; Pretests Posttests; Multiple Choice Tests; Student Evaluation + Suchen Sie Ihr Suchwort? Kooperatives Lernen; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendynamik; Gruppendiskussion; Befragungstechnik; Fragetechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung
Abstract	Background: Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample: A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods: In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a "peer assessment form" before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results: Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions: Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10