Which is more effective: pair learning or group learning

1
Which is more effective pair learning or group
learning? Sharmaine Habib, Peer Leader, City
College of City University of New York

• Experiment
• The following tests were conducted to evaluate
  which method is more effective in helping
  students learn.
• In chemistry workshop sessions for a two-week
  period students were placed in pairs and groups.
• During week 1 students placed in pairs were
  asked to complete the assigned workshop
  problems.
• During week 2 students were placed in larger
  groups of 4-6 students and assigned to solve
  problems.
• The average quiz scores of the two days were
  taken and compared.
• Two workshop groups were involved, a total of
  20 students.
• B. At the end of the two week period students
  were asked which type of learning (paired or
  group) they preferred. Responses were placed into
  two categories, those that favored pair learning
  and those that favored group learning.
• C. A survey was taken of the general college
  population, students were asked which of the two
  techniques they found more effective. The results
  were recorded as those that favored pairs,
  groups, and those that liked to work alone.
• 74 students participated in the survey.

Hypothesis Cooperative learning environments,
such as workshops, generally are beneficial to
students. A key aspect of workshop is pair
learning and group learning, and overall both are
helpful. However, group learning provides a
better understanding of the material.

• Discussion
• The research data show
• During Experiment A, students did better on the
  quiz when they work in groups of 4-6 (week 2)
  than when they worked in pairs (week 1).
• Week 2 had a higher number of students receiving
  fives. No student got below a 3. When students
  worked in groups they yielded higher overall
  scores.
• Experiment B, as indicated by the pie graph,
  shows a higher percentage of students favored
  working in groups as opposed to pairs.
• Experiment C, the student survey, indicates that
  a larger percentage of student favored group
  work.
• A good portion of students liked to work alone
  and 25 percent like to work in pairs.

• Literature Review
• Cooperative Learning
• Desire for more than lecture-based learning
  spurred development of cooperative learning in
  classrooms.
• Gave opportunity to discuss, debate and clarify
  material covered in class.
• Students formed a community in which they were
  helping or being helped through complex material.
  
• Studies show that students engaged in working
  with at least one other person did better then
  those who study alone.
• Pair Learning and Group Learning are both types
  of Cooperative Learning.
• Group Learning
• Group learning involves three or more individuals
  working together to solve a problem.
• Possible Benefits
• The group is larger, involving many students
  forming a larger community.
• A greater chance that the group will be able to
  solve the problem because more people are working
  at it.
• Possible Disadvantages
• The group may not cater to the learning styles
  of every individual.
• Individuals may become intimidated in a group
  setting.
• Pair Learning
• Pair Learning is defined as two individuals
  working together in a particular subject area.
• Possible Benefits

Results

• Implication
• The research indicates that students find group
  work effective in helping them learn.
• A majority of students find that group work is
  preferable to pair and individual learning.
• Pair learning is least favored and should not be
  implemented in workshops as widely as group work.
  
• Pair learning is more limited and students may
  find it more helpful to work as part of a larger
  group in a workshop setting.
• The comparison of the quiz scores show that
  group work is not only favored but is more
  effective in bringing about greater comprehension
  of the material.
• In the workshop environment it is more
  productive to use group learning to present the
  material.

The following is a chart showing the grades of
the workshop students over a two week period.
Works Cited Roth,V.,Goldstein,E.,
Marcus,G.(2001). Peer Lead Team Learning A
Handbook for Team Leaders. Upper Saddle River,
NJ Prentice- Hall, Inc. http//www.wcer.wisc.edu/
nise/CL1/CL/default.asp http//home.att.net/clnet
work/thinkps.htm