Author :
Abstract
The purpose of this study is to examine the impact of a collaborative graded assignment on undergraduate students` performance in the final examination semester test. Seventy one students of a Department of Education Sciences in Early Childhood collaborated in groups of three to six and conducted an assignment for a course in Preschool Education. They presented their assignment in class during the semester in order to be graded and take feedback. The final examination test was divided in seven parts relevant to their assignment topics. We examined if students` score in the part of the test which was relevant to their home assignment topic was higher compared to the other parts of the test and also if it was higher compared to the other students` score, who conducted assignments on different topics. The results showed that students performed very well on the part of the test which was relevant to their home assignment. They also scored higher mean marks on the same parts as well, in most of the cases (five to seven), compared to their colleagues, who conducted home assignments on different topics. However, very few statistically significant differences were found.
Keywords
Abstract
The purpose of this study is to examine the impact of a collaborative graded assignment on undergraduate students` performance in the final examination semester test. Seventy one students of a Department of Education Sciences in Early Childhood collaborated in groups of three to six and conducted an assignment for a course in Preschool Education. They presented their assignment in class during the semester in order to be graded and take feedback. The final examination test was divided in seven parts relevant to their assignment topics. We examined if students` score in the part of the test which was relevant to their home assignment topic was higher compared to the other parts of the test and also if it was higher compared to the other students` score, who conducted assignments on different topics. The results showed that students performed very well on the part of the test which was relevant to their home assignment. They also scored higher mean marks on the same parts as well, in most of the cases (five to seven), compared to their colleagues, who conducted home assignments on different topics. However, very few statistically significant differences were found.
Keywords
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