Research on the Effect of Post-Group Discussion Assignments on Learners
DOI: 10.23977/trance.2024.060225 | Downloads: 4 | Views: 90
Author(s)
Xu Gao 1
Affiliation(s)
1 School of Marxism, Hubei University of Automotive Technology, Shiyan, Hubei, 442000, China
Corresponding Author
Xu GaoABSTRACT
Group discussion and group homework belonging to small-group learning are thought to be powerful asset in the toolbox of instructs. There are numbers of research study the design of homework assignments to improve students' group performance. However, research on tailor the assignments to students after a group discussion is limited. This study examines the students' achievement and their perceived learning after group discussion in two task situations: doing homework in group and in individual. The findings revealed that even after a group discussion in the class, a group assignment is also needed to improve students' learning performance and their perceived learning. In addition, there were differences in the effects of group work on students' performance in two types of homework, that is group assignment functioned more effectively in concept-oriented task than case-oriented task. The findings of this study have guiding and practical implications for educational practices to assign students' homework after discussion in the class.
KEYWORDS
Homework Assignment, Group Discussion, Small-Group Learning, Perceived LearningCITE THIS PAPER
Xu Gao, Research on the Effect of Post-Group Discussion Assignments on Learners. Transactions on Comparative Education (2024) Vol. 6: 166-172. DOI: http://dx.doi.org/10.23977/trance.2024.060225.
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