The Nexus between the Above-Average Effect and Cooperative Learning in the Classroom

The present study examines the above-average effect (Chambers & Windschitl, 2004; Moore & Small, 2007) in assessments of task performance. Participants completed self-estimates of performance and group estimates of performance, before and after completing a task. Participants completed a tas...

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Bibliographic Details
Published in:Educational research quarterly 2012-12, Vol.36 (2), p.43
Main Authors: Breneiser, Jennifer E, Monetti, David M, Adams, Katharine S
Format: Article
Language:English
Subjects:
Academic Achievement
Accuracy
Cooperative Learning
Group Activities
Self Concept
Self Evaluation (Individuals)
Student Surveys
Undergraduate Students
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Summary:The present study examines the above-average effect (Chambers & Windschitl, 2004; Moore & Small, 2007) in assessments of task performance. Participants completed self-estimates of performance and group estimates of performance, before and after completing a task. Participants completed a task individually and in groups. Groups were self-selected by participants, or randomly assigned by the researchers. Previous research examined the above-average effect in performance self-estimates for individuals, but little has been done examining the above-average effect in group performance. Results indicated robust above-average effects for both individual and group estimates of performance, and these effects were not limited by group type. Furthermore, above-average effects were observed for estimates of performance both before and after completion of the task, suggesting that participants were not more accurate in their post-task estimates. In addition to these data, results of a group-work survey administered to participants are disseminated, suggesting some practical applications for group work in the college classroom setting.
ISSN:0196-5042