Effect of Group versus Individual Assessments on Coursework among Undergraduates in Tanzania: Implications for Continuous Assessments in Universities
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| Title: | Effect of Group versus Individual Assessments on Coursework among Undergraduates in Tanzania: Implications for Continuous Assessments in Universities |
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| Language: | English |
| Authors: | Mbalamula, Yazidu Saidi |
| Source: | Pedagogical Research. Feb 2018 3(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Formative Evaluation, Academic Achievement, Case Studies, Statistical Analysis, Correlation, Multiple Regression Analysis, Course Descriptions, Individual Testing, Group Testing |
| Geographic Terms: | Tanzania |
| ISSN: | 2468-4929 |
| Abstract: | The study analyzes students' performance scores in formative assessments depicting the individual and group settings. A case study design was adopted using quantitative approach to extract data of 198 undergraduate students. Data were analyzed quantitatively using descriptive statistics--means and frequencies; spearman correlations, multiple regression and independent sample t-test. The findings show students perform better in groups than in individual settings as evidenced by weak and negative monotonic correlation between test scores and randomized group assessment scores (r[subscript s] = -0.318, p < 0.000). Further, students' scores in randomized groups increased with increase in number of members in a group. Moreover, both tests and group assignments had statistically significant effect on coursework scores; however, the scores from randomized groups had the highest effect on coursework (R[superscript 2]= 0.186). The results confirm that randomized group assessments are better than students' chosen referenced group assignments, though both being commendable than individual tests. The study recommends more studies in all assessment categories reflecting on group and individual settings to broaden an understanding of learning assessments efficacy in universities. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2018 |
| Accession Number: | EJ1171114 |
| Database: | ERIC |
| Abstract: | The study analyzes students' performance scores in formative assessments depicting the individual and group settings. A case study design was adopted using quantitative approach to extract data of 198 undergraduate students. Data were analyzed quantitatively using descriptive statistics--means and frequencies; spearman correlations, multiple regression and independent sample t-test. The findings show students perform better in groups than in individual settings as evidenced by weak and negative monotonic correlation between test scores and randomized group assessment scores (r[subscript s] = -0.318, p < 0.000). Further, students' scores in randomized groups increased with increase in number of members in a group. Moreover, both tests and group assignments had statistically significant effect on coursework scores; however, the scores from randomized groups had the highest effect on coursework (R[superscript 2]= 0.186). The results confirm that randomized group assessments are better than students' chosen referenced group assignments, though both being commendable than individual tests. The study recommends more studies in all assessment categories reflecting on group and individual settings to broaden an understanding of learning assessments efficacy in universities. |
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| ISSN: | 2468-4929 |
