2020 SoTT Conference - Groupwork! Should we just let them pick their own groups? Findings of an rct

TITLE
Groupwork! Should we just let them pick their own groups? Findings of an RCT

AUTHOR
Cherylee Brown, Lecturer Occupational Therapy, School of Allied Health, Australian Catholic University
Belinda Deramore Denver, Lecturer (Occupational Therapy), School of Allied Health, Australian Catholic University Hugh Stewart, Senior Lecturer (Occupational Therapy), School of Allied Health, Australian Catholic University
ABSTRACT
While the benefits of group work are well established, there is no consensus on the best way to allocate university students to groups for assessments. Educators generally believe that students prefer to self-select, but aren’t sure if this enhances learning outcomes and experience for students new to university. This study investigated which group allocation method leads to superior student experience and learning outcomes for 1st year occupational therapy students: random, self-selected or mixed-pair. A randomised controlled trial was used. Thirteen tutorial classes of a 1st year occupational therapy unit at a national university were randomly assigned to random, self-selected or mixed-pair groups for one group assignment. Staff were blinded to allocation. Students aged greater 18 years enrolled in the unit were eligible. This pragmatic study utilised the experience and results
from one group assignment. Student experience of the group work was measured using an 8-item Attitude Towards Working in a Group scale and the Team-Q teamwork skills scale. Data were collected via online survey. Learning outcomes were measured by group assignment grade and individual final exam grade. ANOVA, Kruskal Wallis and Chi square tests compared differences in outcomes between group allocation type. 256 students participated -mean age 20.4 years, 88% female, 72% school leaver: 79 random, 93 self-selected, 84 mixed-pair. Compared to mixed-pairs, randomly allocated students had significantly lower group assignment grades , as well as poorer scores on a number of teamwork attributes. They also had lower group assignment grades
than self-selected counterparts. Group allocation method did not significantly affect individual exam grade. Self- selected and mixed-pair groups did not differ on any outcome. Random allocation resulted in inferior student experience and group learning outcomes for one assignment, but not individual final exam.