Using small group learning strategies with adult re-entry students

College Student Journal, June, 2003 by Susan A. Brewer, James D. Klein, Kenneth E. Mann

The purpose of this study was to investigate the effect of small group learning and the affiliation motive on achievement, attitude, and interactions of adult re-entry students. College re-entry students identified as high or low need for affiliation worked either individually or in small groups to practice material taught during a class lecture. While achievement was not influenced, results indicated that students who worked in small groups expressed more confidence and continuing motivation than those who worked individually. There was an interaction between practice condition and affiliation motive on attitude items regarding enjoyment, belief about ability to learn, and in-class and homework activities. Results also revealed that high affiliation groups exhibited significantly more on-task behaviors than low affiliation groups. Implications for using small group strategies with adult re-entry students are discussed.

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The success of small group learning has been well documented in studies with school children and to a lesser extent with college students. According to Johnson and Johnson (1996), cooperative learning has a positive influence on student achievement, attitude, and perception of social support and self esteem. A meta-analysis of 39 studies in undergraduate science, math, engineering, and technology settings points to significant positive effects of small group learning on achievement, persistence, and attitude (Springer, Stanne, & Donovan, 1999). Wedman, Hughes, and Robinson (1993) compared systematic cooperative learning to direct instruction with undergraduate education majors and found significant differences in learning outcomes favoring small groups. Additionally, participants rated working with a group as more beneficial to their learning than listening in class. Furthermore, a study of undergraduate psychology students revealed significant differences favoring a small group strategy on measures of initial learning and transfer to a subsequent individual learning situation (McDonald, Larson, Dansereau, & Spurlin, 1985).

A few researchers have investigated adult learners working cooperatively in technical training settings. Cavalier, Klein, and Cavalier (1995) reported higher posttest scores in favor of structured versus unstructured cooperative groups during technical training. In another adult technical training setting, Yadrick, Regian, Connolly-Gomez, and Robertson-Schule (1997) found that collaborative dyads using a structured computer tutorial system per formed better on math word problems than individuals using the structured system and dyads using an exploratory system.

On the other hand, some researchers have found achievement differences in favor of working individually. Klein and Schnackenberg (2000) found that undergraduates working alone learned more than those working in cooperative dyads. Klein, Erchul, and Pridemore (1994) investigated informal cooperative learning and type of reward with undergraduate education majors and found that students who worked alone performed better on achievement measures, with significant differences according to type of reward provided.

While studies on using small group strategies have been conducted with college students, there has been very little research on using small groups with adult college re-entry students. In one study, Thompson and Scheckley (1997) investigated preference for classroom teaching methods among nursing students and reported that adults with prior nursing education rated cooperative learning significantly higher than either traditional age students or adults with no prior nursing education. In another study, Cole and Smith (1993) found that adult students in business English classes who participated in small groups exhibited increased positive interactions compared to adult students who participated in an interactive classroom where the teacher called on students at random.

Researchers suggest that the motivational characteristics adult college re-entry students bring to an instructional setting differ from those of traditional, 18-22 year old students (Klein, 1990). Adult students are motivated to learn in situations in which they can relate new information to life experiences and use new information in real-life situations (Brookfield, 1986; Cross, 1981; Knowles, 1980, 1984). Re-entry students often lack confidence in their ability to succeed and are frequently unsure if their efforts are adequate (Klein, 1990; Steltenpohl & Shipton, 1986). In addition, many adult re-entry students have a low to moderate need for affiliation (Graham, 1988; Klein, 1990; Kuh & Aridaiolo, 1979; Steltenpohl & Shipton, 1986; Wolfgang & Dowling, 1981).

The need for affiliation is likely to influence students' preference for small group strategies and how they perform in these settings. The reasonable expectation that high affiliation or high sociability students prefer group work can be substantiated, but the interrelationship of preference for group work, motivation, and achievement during cooperative learning is documented with mixed results. Sutter and Reid (1969) reported that college students with high levels of sociability performed better using cooperative learning with computer assisted instruction, while Chan (19801981) found no differences in achievement between high and low affiliation high school students using either a cooperative or individual learning method. Klein and Pridemore (1992) found that high affiliation college students working alone scored significantly lower on application items compared to high affiliation students working individually and low affiliation students in both group and individual conditions.