SUCCESSFUL GROUP WORK IN AN INTRODUCTORY MINERALOGY LAB SETTING

Most successful scientific research is conducted through collaboration between scientists. Similarly many studies have shown the effectiveness of student learning through group collaboration. This study discusses positive student attitude and improved learning from the use of Group Work and the redesign of the lab portion of a second year introductory mineralogy at the University of British Columbia, Canada. The course underwent a complete redesign in line with the principles of the Carl Weiman Science Education Intiative (CWSEI). The new laboratory assignments were carefully designed to assess the effectiveness of any implemented changes.

The study sample consisted of 112 undergraduate students within 5 separate lab sessions (with respective teaching-assistants, and approximately 15-20 students per session). Data collected includes student attitude surveys midway, and at the end of the semester as well as pre- and post- individual and group assessments (or quizzes) and the lab final exam. These pre- and post-quizzes allow comparison between group and individual performance and hence a way to assess the effectiveness of group work as a method for student learning. Results from comparing pre- and post-quizzes report a ~40% average improvement in overall success as a class with some groups improving by up to 64%. By comparing individual student pre-quizzes (%) and the individual lab exam (%) grades, it showed an improvement of 28%. This indicates that group work may not necessarily reflect single-student success but a major improvement of all group members.

The attitude survey findings indicate that most students’ attitudes were very positive (78%) towards group work and felt that it helped their learning experience. Some students (22%) indicated that taking group quizzes was “frustrating”, and “difficult”. Overall comparisons between student attitudes of this style of lab to the previous academic year show that this style was much more enjoyable. Minor adjustments in future years include making the groups smaller so that participation of each member is essential and less intimidating.

Overall student success and enjoyment from this study indicates that in the lab environment, using Group work could be a great asset to any laboratory course.