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Abstract

The purpose of the study was two-fold: (1) Do small group settings benefit students? (2) How can professors enhance the group environment through task related instructions? A 33-item Group Learning on Development Survey (GOLDS) was used to integrate Bruce Tuckman’s developmental model with Benjamin Bloom’s cognitive domain. Norming and Performing variables (Factor 1) contributed 31 percent to the total scale variance; furthermore, knowledge, comprehension, and application task variables loaded on the Factor 2, for 9 percent of the total scale variance. Significant p<.05 differences were found. Empirical evidence suggested a Dynamic Group Learning Model (DGLM) be created to help explain the group learning on development construct.

Volume

3

Issue

1

First Page

116

Last Page

124

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