The benefits of individual versus group work in a biology based laboratory setting

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dc.contributor.author Cronin, Michael
dc.contributor.author McCabe, Anthony
dc.date.accessioned 2018-01-18T16:20:23Z
dc.date.available 2018-01-18T16:20:23Z
dc.date.issued 2017-04-04
dc.identifier.citation Cronin, M. and McCabe, A. (2018) 'The benefits of individual versus group work in a biology based laboratory setting', International Journal of Research Studies in Education, 7(1), pp. 65-76. doi: 10.5861/ijrse.2017.1723 en
dc.identifier.volume 7 en
dc.identifier.issued 1 en
dc.identifier.startpage 65 en
dc.identifier.endpage 76 en
dc.identifier.issn 2243-7703
dc.identifier.issn 2243-7711
dc.identifier.uri http://hdl.handle.net/10468/5294
dc.identifier.doi 10.5861/ijrse.2017.1723
dc.description.abstract Laboratory science classes and group work are almost inextricably linked in student college life today. The merits of both are extolled by both educators and future employers as a fundamental part of a rounded qualified graduate. However, there is little evidence to the contrary, particularly in laboratory based programs. This study aims to determine the students’ perception of the benefits of different working scenarios in a biological laboratory setting. The study followed 32 students in their third year of their college program working in three different biology based laboratory classes. During each of these laboratory classes the students either worked alone, worked with a preferred partner or worked with an assigned partner. The students were asked to grade their experiences in a survey. The students were asked to reflect on the following areas: enjoyment of experience, understanding of activities, laboratory technique and time efficiency. Mixed modal analysis of variance and pair-wise analyses were used to determine significance between the differing work group scenarios. The laboratory group make-up had no impact on the student enjoyment of the laboratory class. There was also no significant impact on the students’ ability to perform the laboratory exercise in a time efficient manner. The analysis did however indicate that students who work alone or with their preferred partner have a greater understanding of the subject matter against those who worked with an assigned partner. The results also suggest that students who worked alone had significantly improved laboratory technique compared to student working in a group. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Consortia Academia Publishing en
dc.rights © 2017 The Author(s) / Attribution-NonCommercial-ShareAlike CC BY-NC-SA en
dc.rights.uri https://creativecommons.org/licenses/by-nc-sa/3.0/ en
dc.subject Working alone en
dc.subject Technique en
dc.subject Teamwork en
dc.subject Individual en
dc.subject Laboratory science classes en
dc.subject Laboratory setting en
dc.subject Laboratory technique en
dc.subject Teaching design en
dc.subject University teaching en
dc.subject Teaching statistics en
dc.title The benefits of individual versus group work in a biology based laboratory setting en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Michael Cronin, School Of Mathematical Sciences, University College Cork, Cork, Ireland. +353-21-490-3000 Email: m.cronin@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2018-01-18T10:49:16Z
dc.description.version Published Version en
dc.internal.rssid 422302406
dc.description.status Peer reviewed en
dc.identifier.journaltitle International Journal of Research Studies in Education en
dc.internal.copyrightchecked No !!CORA!! en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress m.cronin@ucc.ie en


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