Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus

Determining the optimal discussion group size to improve performance and learning has created an intense debate in psychology and provided mixed findings in laboratory and field settings. In a quasi-experimental study in the education field, we examined the effect of discussion group size on individ...

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Autores principales:	Jean-Baptiste Corrégé, Nicolas Michinov
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	biology gender group discussion group size peer learning tablets Education (General) L7-991
Acceso en línea:	https://doaj.org/article/5c346f61dbcb43999fc6960c7eef2421
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id	oai:doaj.org-article:5c346f61dbcb43999fc6960c7eef2421
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spelling	oai:doaj.org-article:5c346f61dbcb43999fc6960c7eef24212021-11-10T08:19:20ZGroup Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus2504-284X10.3389/feduc.2021.733663https://doaj.org/article/5c346f61dbcb43999fc6960c7eef24212021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.733663/fullhttps://doaj.org/toc/2504-284XDetermining the optimal discussion group size to improve performance and learning has created an intense debate in psychology and provided mixed findings in laboratory and field settings. In a quasi-experimental study in the education field, we examined the effect of discussion group size on individual learning in a biology exercise performed on a tablet with stylus. The sample involved 102 secondary school students divided into four classes, each corresponding to one of the four experimental conditions (alone without peer discussion vs discussion in dyads vs triads vs four-member groups). They were asked to draw individually a functional schema of the human respiratory system, once before and once after discussing with peers (or reflecting alone). Both drawings were evaluated by four independent coders, and the learning gain for each student was computed from these evaluations. Results revealed that learning gain was greater for students discussing in four-member groups than for those in the other conditions. Additional analyses suggested that this effect was moderated by the students’ gender, with the learning gain being greater after discussion in four-member groups among females only. These findings suggest that group size of four individuals might be the optimal configuration to improve peer learning.Jean-Baptiste CorrégéNicolas MichinovFrontiers Media S.A.articlebiologygendergroup discussiongroup sizepeer learningtabletsEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	biology gender group discussion group size peer learning tablets Education (General) L7-991
spellingShingle	biology gender group discussion group size peer learning tablets Education (General) L7-991 Jean-Baptiste Corrégé Nicolas Michinov Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
description	Determining the optimal discussion group size to improve performance and learning has created an intense debate in psychology and provided mixed findings in laboratory and field settings. In a quasi-experimental study in the education field, we examined the effect of discussion group size on individual learning in a biology exercise performed on a tablet with stylus. The sample involved 102 secondary school students divided into four classes, each corresponding to one of the four experimental conditions (alone without peer discussion vs discussion in dyads vs triads vs four-member groups). They were asked to draw individually a functional schema of the human respiratory system, once before and once after discussing with peers (or reflecting alone). Both drawings were evaluated by four independent coders, and the learning gain for each student was computed from these evaluations. Results revealed that learning gain was greater for students discussing in four-member groups than for those in the other conditions. Additional analyses suggested that this effect was moderated by the students’ gender, with the learning gain being greater after discussion in four-member groups among females only. These findings suggest that group size of four individuals might be the optimal configuration to improve peer learning.
format	article
author	Jean-Baptiste Corrégé Nicolas Michinov
author_facet	Jean-Baptiste Corrégé Nicolas Michinov
author_sort	Jean-Baptiste Corrégé
title	Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
title_short	Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
title_full	Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
title_fullStr	Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
title_full_unstemmed	Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus
title_sort	group size and peer learning: peer discussions in different group size influence learning in a biology exercise performed on a tablet with stylus
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/5c346f61dbcb43999fc6960c7eef2421
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_version_	1718440374994731008

Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus

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