Title

Students' Perceptions Of And Satisfaction With Group Grades And The Group Experience In The College Classroom

Abstract

The group approach to learning is widely accepted by higher education researchers as an effective teaching and learning tool. While there are numerous instructional, learning and social communication advantages for both students and teachers using group projects in the college classroom, a need exists for a better understanding of group projects from the student's perspective. The purpose of this investigation was to measure students' perceptions of group grades and group satisfaction on group projects in the college classroom. A cohort of 230 students from a large southern metropolitan university enrolled in sections of Group Interaction and Decision Making and Conflict Management classes participated in this study. The major findings of this study revealed that: (i) the less group grade experience that a student has, the more likely they are to agree that everyone in the group deserves the same group grade; (ii) students who work part-time are more likely to think that a group grade is a fair assessment of their contributions than students who work full-time; (iii) older students are more likely to be dissatisfied with a group grade experience than middle and younger age students. It is recommended that this study be extended to include comparison groups, graduate students and other disciplines. © 2003 Taylor & Francis Ltd.

Publication Date

12-1-2003

Publication Title

Assessment and Evaluation in Higher Education

Volume

28

Issue

4

Number of Pages

355-370

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/0260293032000066191

Socpus ID

34249778471 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/34249778471

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