Cooperative learning in higher education: undergraduate student reflections on group examinations for group grades - a study of the reflections of 140 university seniors who participated in cooperative written examinations for group grades

College Student Journal, March, 2003 by Bobbette M. Morgan

The purpose of the study is to share the reflections from 140 university seniors who have participated in cooperative written examinations for group grades. Reflections are clustered by themes as identified from the 140 students' comments using Van Manen's `hermeneutic phenomonological' approach which is how the direct statements of individuals to describe a common shared experience add to the affective understanding of the event. The experience is examined and defined through reflections of the participants based on their experiences. Students participated in group examinations for group grades, thus allowing them to experience the full implication of positive interdependence within a cooperative learning setting. Following their first experience of writing a cooperative examination in groups students reflect on their initial cooperative examination experience.

Introduction

Cooperative learning has been studied for over 100 years, but little is known specifically about group examinations and group grades in higher education. This paper presents the perceptions of 140 university seniors regarding group grading practices in their secondary methods course in the School of Education. A clustering of their comments through reflections high-light the experience from the students' point of view.

One issue in group grading controversy is the fairness of having all members of a group receive the same reward. The perception is that an individual working alone and receiving an individual grade is more fair, but the evidence of research studies does not support this belief (Johnson & Johnson, 1996). Deutsch demonstrated that before a task was performed, subjects generally perceive a competitive reward system as fairest, but that after a task is completed, a cooperative reward system in which all group members receive the same reward, was viewed as fairest (Deutsch, 1979). Hwong, Caswell, Johnson and Johnson (1992) found that college students studying within cooperative learning groups in which all group members received the same grade perceived the grading system to be fairer than did college students working independently. Opponents to the use of group grades stress that grades should only reflect the individual performance of the student receiving the grade (Ledlow, 1994).

The Study

The purpose of the study is to share the reflections from 140 university seniors from secondary methods classes in the School of Education who have participated in cooperative written examinations for group grades. The student reflections have been clustered into themes and later connected with current research on cooperative learning. Within the secondary methods course, one topic studied is assessment of student work which includes group grades in cooperative learning. To achieve practical application of this concept students participate in group examinations for group grades, thus allowing students to experience the full implication of positive interdependence within cooperative learning. Following their first experience of writing a cooperative examination in groups of three and before they received their group grades, students were asked to reflect on their initial cooperative examination experience. Reflections were clustered by themes as identified from the 140 students' comments. The eight clusters were 1) feelings of support and/or reinforcement; 2) feeling relaxed and/or confident; 3) partners knew the material; 4) deeper understanding of material; 5) not wanting to let their team down; 6) feelings of stress; 7) concern if their partners will prepare as carefully as they had; and 8) expressing opinions about their group.

Review of the Literature

Cooperative learning in college classes has its roots in the theories of social interdependence, cognitive-development, and behavioral learning. Some research provides exceptionally strong evidence that cooperative learning results in greater effort to achieve, more positive interpersonal relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, & Holubec, 1994).

Social interdependence theory views cooperation as resulting from the positive links of individuals to accomplish a common goal. The Gestalt psychologist Kurt Koffka proposed in the early 1900's that although groups are dynamic wholes the interdependence among members is variable. Kurt Lewin (1948) stated that interdependence from common goals provides the essential essence of a group. This interdependence creates groups that are "dynamic wholes." The power of the group is such that a change in any member or subgroup directly changes any other member or subgroup. Morton Deutsch's social interdependence theory noted that inter-dependence can be positive (cooperation), negative (competition), or nonexistent (individualistic efforts) (Johnson, et al., 1998).

Within cognitive development theory, cooperation must proceed cognitive growth. Cognitive growth springs from the alignment of various perspectives as individuals work to attain common goals. Within Piagetian theory, the cooperation of "individuals on the environment results in healthy socio-cognitive conflict that creates cognitive disequilibrium, which then stimulates perspective taking ability and cognitive development" (Piaget, 1965). Lev Vygotsky believed that the construction of knowledge and the transformation of various points of view into personal thinking resulted from cooperative efforts to learn, understand, and solve problems (Vygotsky, 1978). Both Piaget and Vygotsky saw cooperative learning with more able peers and instructors as resulting in cognitive development and intellectual growth (Johnson, et al, 1998). The assumption of behavioral learning theory is that students will work hard on tasks that provide a reward and that students will fail to work on tasks that provide no reward or punishment. Cooperative learning is one strategy that rewards individuals for participation in the group's effort.