Student perceptions of small work groups: what do they learn and what makes them successful?

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In an effort to better understand student perspectives on the use of small groups in college classrooms, 459 CSB/SJU students representing 31 majors rated two groups of items in terms of how important the item was in contributing to the success of that group experience, and how much they learned about the item as a result of that experience. Exploratory Factor Analysis revealed three cohesive components that represented the learning that occurred, but was less successful in identifying unambiguous components that described perceptions about what contributed to the success of that experience.


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