Small-group learning in a university precalculus course.

Abstract

The experimental and control sections were compared on three hour examinations and a final examination that consisted mostly of multiple-choice questions. Large differences were not anticipated, due to the modest amount of small-group work done by the experimental classes. There were some significant differences found in this investigation.

This study investigated the effects of using a modest amount of small-group work in precalculus courses at a large comprehensive public university. Two sections of the Elementary Functions course were used as experimental sections, and two sections were used as control sections. Two instructors were used to conduct this investigation. Each instructor taught one experimental section and one control section. Students in the experimental section were assigned to study groups early in the second week of classes; they were required to turn in one homework assignment per group. The experimental sections were also given a "group grade" on quizzes given during the semester. This grade was the average of the scores received by the students in each group on the quizzes. When the learning situation permitted, students were given problems in class to work on for a brief time.