Meseke Jamie K, Nafziger Rita, Meseke Christopher A
Graduate Studies, Cardinal Stritch University, Milwaukee, Wis., USA.
J Manipulative Physiol Ther. 2008 May;31(4):308-12. doi: 10.1016/j.jmpt.2008.03.007.
This pilot study examines the effect collaborative testing has on achievement of students taking a basic science course at a chiropractic college.
The grades of 2 cohorts of students taking a basic science course were compared: the control group from the first academic term (n = 73) and the experimental group from the second academic term (n = 41). The control cohort completed weekly quizzes as individuals. The experimental cohort completed the weekly quizzes in small collaborative groups. All unit examinations and the final examination were taken by both cohorts individually. Grades for each cohort were derived from 6 weekly unit quizzes, 3 unit examinations, and a comprehensive final examination.
Overall, the experimental group differed from the control group (Wilks' Lambda = 0.318; F(10,103) = 22.052; and P < .001). All quiz scores were significantly higher for the experimental group as compared with the control group. In addition, overall point totals and final course grades also differed significantly. No significant differences, however, were observed in either the first 2 unit examination scores or the final examination scores.
These results confirm previous reports that student performance is enhanced by collaborative learning. Collaborative testing provided students with the opportunity to discuss their reasoning and receive immediate feedback from other group members regarding their rationale, which potentially enhanced understanding of course material. Students were encouraged to become more active in the course as group discussions emerged from individual perspectives. The collaborative learning process may enhance critical thinking abilities, which are vital for future chiropractic practitioners.
本试点研究考察了合作测试对脊椎按摩疗法学院修读基础科学课程学生成绩的影响。
比较了两个修读基础科学课程的学生群体的成绩：第一学期的对照组（n = 73）和第二学期的实验组（n = 41）。对照组学生以个人身份完成每周的小测验。实验组学生以小组合作形式完成每周的小测验。两个群体的所有单元考试和期末考试均单独进行。每个群体的成绩来自6次每周单元小测验、3次单元考试和一次综合期末考试。
总体而言，实验组与对照组存在差异（威尔克斯Lambda = 0.318；F(10,103) = 22.052；P <.001）。与对照组相比，实验组的所有小测验成绩均显著更高。此外，总体总分和课程最终成绩也存在显著差异。然而，在前两次单元考试成绩或期末考试成绩中未观察到显著差异。
这些结果证实了先前的报告，即合作学习可提高学生成绩。合作测试为学生提供了讨论推理过程并从其他小组成员那里立即获得关于其推理依据反馈的机会，这可能增强了对课程材料的理解。随着小组讨论从个人观点展开，学生们被鼓励在课程中更加积极主动。合作学习过程可能会提高批判性思维能力，这对未来的脊椎按摩疗法从业者至关重要。
