Effectiveness of small-group learning pedagogies in engineering and technology education: A meta-analysis
Journal of Technology Education
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.
Link to Published Version
Kalaian, S., Kasim, R., & Nims, J. (2018). Effectiveness of small-group learning pedagogies in engineering and technology education: A meta-analysis. Journal of Technology Education, 29(2), 20–35. https://doi.org/10.21061/jte.v29i2.a.2