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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
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
FullText Text:
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  Data: Effect of Group versus Individual Assessments on Coursework among Undergraduates in Tanzania: Implications for Continuous Assessments in Universities
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  Data: 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
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  Data: 2468-4929
– Name: Abstract
  Label: Abstract
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  Data: The study analyzes students&#39; 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 &lt; 0.000). Further, students&#39; 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&#39; 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2018
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  Data: EJ1171114
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Multiple Regression Analysis
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Individual Testing
        Type: general
      – SubjectFull: Group Testing
        Type: general
      – SubjectFull: Tanzania
        Type: general
    Titles:
      – TitleFull: Effect of Group versus Individual Assessments on Coursework among Undergraduates in Tanzania: Implications for Continuous Assessments in Universities
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              Type: published
              Y: 2018
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