Effects of workgroup structure and size on student productivity during collaborative work on complex tasks

Lynn S. Fuchs, Douglas Fuchs, Sarah Kazdan, Kathy Karns, Mary Beth Calhoon, Carol L. Hamlett, Sally Hewlett

Research output: Contribution to journalArticle

41 Scopus citations

Abstract

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. We randomly assigned 36 third- and fourth-grade classrooms to 2 workgroup sizes (pairs vs. small groups) and to 3 background structures (individual vs. collaborative vs. collaborative with structured role, goal, resource, and reward interdependence). After 4 weekly classroom performance assessments (PAs) in these conditions, 1 workgroup from each classroom, which incorporated the lowest- and highest-achieving student (as well as 2 middle achievers in small groups), was videotaped outside the classroom. Analyses of variance conducted on videotaped data indicated that, regardless of students' achievement status, pairs earned higher scores than small groups on participation, helpfulness, cooperation, quality of talk, and PA work. Although dyads produced greater collaboration for low-achieving students, small groups generated more cognitive conflict among other students. Productivity did not differ as a function of background structure. We discuss implications for optimizing grouping arrangements and preparing students to work productively during collaborative activities on complex tasks.

Original languageEnglish (US)
Pages (from-to)x-212
JournalElementary School Journal
Volume100
Issue number3
DOIs
StatePublished - Jan 2000

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ASJC Scopus subject areas

  • Education

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