DOI: 10.21061/jte.v29i2.a.2">

Effectiveness of small-group learning pedagogies in engineering and technology education: A meta-analysis

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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.


S. A. Kalaian is a faculty member in EMU's College of Technology.

J. K. Nims is a faculty member in EMU's University Library.

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DOI: 10.21061/jte.v29i2.a.2