Effects of small-group learning on transfer: A meta-analysis
Abstract
The purpose of this study is to investigate the potential benefit of small-group learning on transfer performance by using the method of meta-analysis. The results of the study show positive support for the theoretical assumption that small-group learning can increase students' transfer performance. Unlike reviews of effects of cooperation on learning, this review of its effects on transfer found no greater benefit of structured cooperation compared to unstructured on students' transfer performance. This finding may encourage more primary studies to investigate this topic and provide more insight into this issue. As we gain greater understanding of the effects of small-group learning on both learning and transfer, I suspect that educators and researchers may begin to see it as an effective means of promoting that often elusive goal of schools--transfer.
Degree
Ph.D.
Advisors
Maeda, Purdue University.
Subject Area
Educational psychology
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