Identification of Dysfunctional Cooperative Learning Teams Based on Students' Academic Achievement

作者：Hsiung Chin Min^*

来源：Journal of Engineering Education, 2010, 99(1): 45-54.

• academic achievement
• cooperative learning
• dysfunctional team

BACKGROUND
Considerable evidence exists to suggest that students who study cooperatively reap significant benefits in terms of their learning performance. However, sooner or later, most cooperative learning learns have to deal with one or more members whose actions disturb the team. Unless these problems are quickly resolved, the cooperative learning team gradually becomes dysfunctional and the benefits of cooperative learning are diminished.
PURPOSE(HYPOTHESIS)
A method is proposed for identifying dysfunctional cooperative learning teams by comparing the academic achievement of students in a cooperative learning condition with that of students in an individual learning condition.
DESIGN/METHOD
A series of experiments were performed in which 42 sophomore mechanical engineering students were randomly assigned to the two learning conditions and were formed into mixed-ability groups comprising three team members. The academic performance of the students in the two learning conditions was then systematically compared in terms of their respective test scores.
RESULTS
Dysfunctional teams were identified using a new quality index defined as the mean test score of the team divided by die standard deviation of the learn members' test scores. The probability of a Type I error was quantified using a control chart. The identification results were verified by analyzing the students' off-task behavior frequency and attitudes toward cooperative learning, respectively
CONCLUSIONS
The experimental results confirm that the proposed quality index is a potential indicator of dysfunctional cooperative learning teams.

• 出版日期2010-1