Author's Keywords: collaborative learning, group projects, free riders, teaching social statistics	Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p108619_index.html Direct Link: HTML Code:

Delucchi, Michael. "Collaborative Learning or Free Riders' Fantasy?: The Impact of Group Projects on Examination Performance in Social Statistics" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p108619_index.html>

Delucchi, M. , 2004-08-14 "Collaborative Learning or Free Riders' Fantasy?: The Impact of Group Projects on Examination Performance in Social Statistics" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p108619_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Many sociologists have endorsed group or collaborative learning strategies for teaching college level methods and statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the effectiveness of collaborative teaching techniques is frequently subjectively based and often relies on casual comments from students or faculty. Despite this shortcoming, sociologists searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the efficacy of group or collaborative teaching modalities on student learning of social statistics warrants attention. This study examines the relationship between collaborative assignments and students’ statistical skills and knowledge. Data were derived from 233 students enrolled in eight sections of a social statistics course taught between 1996 and 2003. The results both challenge and support the efficacy of collaborative learning and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience.

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