Small-Group Learning Versus Lecture-Based Instruction in Engineering, Technology, and Computer Science College Classrooms

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-1 - Division C Section 1e: Instructional Practices in Postsecondary Computer Science and Engineering Courses

Abstract

For the last three decades, the national and federal agencies (e.g., National Science Board, National Academy of Sciences, and National Academy of Engineering) have consistently called for the need to improve undergraduate engineering, technology, and computer science education in the U.S. The objectives of this meta-analytic study were to: (1) Locate the primary research studies examining the effectiveness of the various forms of small-group learning compared to lecture-based instruction in technology and computer science undergraduate classes; and (2) Use the multilevel methods to model the heterogeneity in these effect sizes by including the coded predictor variables (e.g., publication year, institution type, research quality, study duration, small-group size) in the multilevel model to explain the variability in the effect sizes.

Authors

• Rafa M. Kasim, Indiana Institute of Technology

• Sema A. Kalaian, Eastern Michigan University