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Factors Affecting Individuals' Cognitive Engagement during Group Work in General Chemistry: Timing, Group Size, and Question Type

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Title: Factors Affecting Individuals' Cognitive Engagement during Group Work in General Chemistry: Timing, Group Size, and Question Type
Authors: Safaa Y. El-Mansy (ORCID 0000-0001-9416-6930), Alexandra Stephens, Abigale Mortensen, Joan M. Francis, Shayna Feldman, Cecilia A. Sahnow, Jack Barbera (ORCID 0000-0003-3887-3301), Alissa J. Hartig (ORCID 0000-0001-5440-069X)
Source: Chemistry Education Research and Practice. 2024 25(3):799-814.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2120843
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Chemistry, Cooperative Learning, Learner Engagement, Class Size, Questioning Techniques, Thinking Skills
Geographic Terms: Oregon (Portland)
DOI: 10.1039/d3rp00279a
ISSN: 1756-1108
Abstract: Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic "versus" explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428953
Database: ERIC
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  Data: Factors Affecting Individuals' Cognitive Engagement during Group Work in General Chemistry: Timing, Group Size, and Question Type
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  Data: <searchLink fieldCode="AR" term="%22Safaa+Y%2E+El-Mansy%22">Safaa Y. El-Mansy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9416-6930">0000-0001-9416-6930</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexandra+Stephens%22">Alexandra Stephens</searchLink><br /><searchLink fieldCode="AR" term="%22Abigale+Mortensen%22">Abigale Mortensen</searchLink><br /><searchLink fieldCode="AR" term="%22Joan+M%2E+Francis%22">Joan M. Francis</searchLink><br /><searchLink fieldCode="AR" term="%22Shayna+Feldman%22">Shayna Feldman</searchLink><br /><searchLink fieldCode="AR" term="%22Cecilia+A%2E+Sahnow%22">Cecilia A. Sahnow</searchLink><br /><searchLink fieldCode="AR" term="%22Jack+Barbera%22">Jack Barbera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3887-3301">0000-0003-3887-3301</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alissa+J%2E+Hartig%22">Alissa J. Hartig</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5440-069X">0000-0001-5440-069X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. 2024 25(3):799-814.
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  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
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  Data: 10.1039/d3rp00279a
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  Data: Understanding how individual students cognitively engage while participating in small group activities in a General Chemistry class can provide insight into what factors may be influencing their level of engagement. The Interactive-Constructive-Active-Passive (ICAP) framework was used to identify individual students' level of engagement on items in multiple activities during a General Chemistry course. The effects of timing, group size, and question type on engagement were investigated. Results indicate students' engagement varied more in the first half of the term, and students demonstrated higher levels of engagement when working in smaller groups or subsets of larger groups when these groups contained students with similar levels of knowledge. Finally, the relation between question type (algorithmic "versus" explanation) and engagement depended on the activity topic. In an activity on Solutions and Dilutions, there was a significant relation where algorithmic items had higher occurrences of Interactive engagement. The implications of this work regarding teaching and research are discussed.
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  Data: 2024
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