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Group Testing as a Pedagogical Technique to Enhance Learning in Difficult Subjects

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Bibliographic Details
Title: Group Testing as a Pedagogical Technique to Enhance Learning in Difficult Subjects
Language: English
Authors: Scafe, Marla G.
Source: American Journal of Business Education. 2011 4(6):35-38.
Availability: Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Peer Reviewed: Y
Page Count: 4
Publication Date: 2011
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Group Testing, Individual Testing, Statistical Analysis, Comparative Analysis, Teaching Methods, Difficulty Level, Methods Courses, Graduate Students, Masters Programs, Business Administration Education, Research Methodology, Multiple Choice Tests, Statistics, Weighted Scores
Geographic Terms: Michigan
ISSN: 1942-2504
Abstract: The purpose of this study was to evaluate the effectiveness of group testing as a pedagogical technique to enhance learning in a difficult subject such as statistics. Individual test scores were compared to their group test scores for the same, identical test. A t test was used to compare the scores for 157 randomly selected MBA students enrolled in a graduate level quantitative research methods course. Results of the t test were significant (t = -14.807, p = 0.000) illustrating that individual scores were significantly lower than the group scores.
Abstractor: As Provided
Number of References: 15
Entry Date: 2015
Accession Number: EJ1056601
Database: ERIC
Description
Abstract:The purpose of this study was to evaluate the effectiveness of group testing as a pedagogical technique to enhance learning in a difficult subject such as statistics. Individual test scores were compared to their group test scores for the same, identical test. A t test was used to compare the scores for 157 randomly selected MBA students enrolled in a graduate level quantitative research methods course. Results of the t test were significant (t = -14.807, p = 0.000) illustrating that individual scores were significantly lower than the group scores.
ISSN:1942-2504