| Abstract: | To enhance the learning potential of a large undergraduate lecture class (N = 104) small heterogeneous groups of 5-6 Ss were formed. The groups were arranged on the basis of differences in background course experience, grades, leadership experience, major field, sex, ethnic group, and scores on Rotter's Internal-External Control Scale. Groups met regularly and were required to produce 4 open-ended discussion papers. Anonymous reaction forms completed at the end of the course support the hypothesis that Ss would perceive the groups as facilitative to both problem-solving and interpersonal learning. The obtained correlations between group performance and content-oriented final examination scores suggest the need for further investigation of the groups' value as an assessment device for content learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
