The Influence on Academic Performance of Working Group Methodology

Icíar Carmen Jiménez Barandalla; José Luis Montes Botella; Paloma Bernal Turnes

doi:doi:10.11648/j.her.20180302.11

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The Influence on Academic Performance of Working Group Methodology

Icíar Carmen Jiménez Barandalla, José Luis Montes Botella, Paloma Bernal Turnes

Published in Higher Education Research (Volume 3, Issue 2)

Received: 13 February 2018 Accepted: 8 May 2018 Published: 24 May 2018

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Abstract

The Working Group Methodology has positive effects on students’ academic performance. The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the Unstructured Groups Methodology (hereafter UGM). To that end, the effect of Working Group Methodology on academic performance is measured using three factors: 1) student attitudes; 2) attitude to learning and the learning approach adopted by students; and 3) student skills. The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of Structural Equation Modeling the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R²=0.264) than in the group in which UGM was applied (R²=0.187). These results demonstrate the greater effectiveness of group work when based on well-defined guidelines, rather than when developed without a predefined structure.

Published in	Higher Education Research (Volume 3, Issue 2)
DOI	10.11648/j.her.20180302.11
Page(s)	23-31
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Academic Performance, Working Group, Cooperative Learning, Skills, Attitudes, Learning Approach

References

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Icíar Carmen Jiménez Barandalla, José Luis Montes Botella, Paloma Bernal Turnes. (2018). The Influence on Academic Performance of Working Group Methodology. Higher Education Research, 3(2), 23-31. https://doi.org/10.11648/j.her.20180302.11

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Icíar Carmen Jiménez Barandalla; José Luis Montes Botella; Paloma Bernal Turnes. The Influence on Academic Performance of Working Group Methodology. High. Educ. Res. 2018, 3(2), 23-31. doi: 10.11648/j.her.20180302.11

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AMA Style

Icíar Carmen Jiménez Barandalla, José Luis Montes Botella, Paloma Bernal Turnes. The Influence on Academic Performance of Working Group Methodology. High Educ Res. 2018;3(2):23-31. doi: 10.11648/j.her.20180302.11

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@article{10.11648/j.her.20180302.11,
  author = {Icíar Carmen Jiménez Barandalla and José Luis Montes Botella and Paloma Bernal Turnes},
  title = {The Influence on Academic Performance of Working Group Methodology},
  journal = {Higher Education Research},
  volume = {3},
  number = {2},
  pages = {23-31},
  doi = {10.11648/j.her.20180302.11},
  url = {https://doi.org/10.11648/j.her.20180302.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20180302.11},
  abstract = {The Working Group Methodology has positive effects on students’ academic performance. The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the Unstructured Groups Methodology (hereafter UGM). To that end, the effect of Working Group Methodology on academic performance is measured using three factors: 1) student attitudes; 2) attitude to learning and the learning approach adopted by students; and 3) student skills. The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of Structural Equation Modeling the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R2=0.264) than in the group in which UGM was applied (R2=0.187). These results demonstrate the greater effectiveness of group work when based on well-defined guidelines, rather than when developed without a predefined structure.},
 year = {2018}
}

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TY  - JOUR
T1  - The Influence on Academic Performance of Working Group Methodology
AU  - Icíar Carmen Jiménez Barandalla
AU  - José Luis Montes Botella
AU  - Paloma Bernal Turnes
Y1  - 2018/05/24
PY  - 2018
N1  - https://doi.org/10.11648/j.her.20180302.11
DO  - 10.11648/j.her.20180302.11
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 23
EP  - 31
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20180302.11
AB  - The Working Group Methodology has positive effects on students’ academic performance. The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the Unstructured Groups Methodology (hereafter UGM). To that end, the effect of Working Group Methodology on academic performance is measured using three factors: 1) student attitudes; 2) attitude to learning and the learning approach adopted by students; and 3) student skills. The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of Structural Equation Modeling the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R2=0.264) than in the group in which UGM was applied (R2=0.187). These results demonstrate the greater effectiveness of group work when based on well-defined guidelines, rather than when developed without a predefined structure.
VL  - 3
IS  - 2
ER  -

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Author Information

Icíar Carmen Jiménez Barandalla

Department of Business Economy, Rey Juan Carlos University, Madrid, Spain
José Luis Montes Botella

Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain
Paloma Bernal Turnes

Department of Business Economy, Rey Juan Carlos University, Madrid, Spain

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APA Style

Icíar Carmen Jiménez Barandalla, José Luis Montes Botella, Paloma Bernal Turnes. (2018). The Influence on Academic Performance of Working Group Methodology. Higher Education Research, 3(2), 23-31. https://doi.org/10.11648/j.her.20180302.11

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ACS Style

Icíar Carmen Jiménez Barandalla; José Luis Montes Botella; Paloma Bernal Turnes. The Influence on Academic Performance of Working Group Methodology. High. Educ. Res. 2018, 3(2), 23-31. doi: 10.11648/j.her.20180302.11

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AMA Style

Icíar Carmen Jiménez Barandalla, José Luis Montes Botella, Paloma Bernal Turnes. The Influence on Academic Performance of Working Group Methodology. High Educ Res. 2018;3(2):23-31. doi: 10.11648/j.her.20180302.11

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@article{10.11648/j.her.20180302.11,
  author = {Icíar Carmen Jiménez Barandalla and José Luis Montes Botella and Paloma Bernal Turnes},
  title = {The Influence on Academic Performance of Working Group Methodology},
  journal = {Higher Education Research},
  volume = {3},
  number = {2},
  pages = {23-31},
  doi = {10.11648/j.her.20180302.11},
  url = {https://doi.org/10.11648/j.her.20180302.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20180302.11},
  abstract = {The Working Group Methodology has positive effects on students’ academic performance. The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the Unstructured Groups Methodology (hereafter UGM). To that end, the effect of Working Group Methodology on academic performance is measured using three factors: 1) student attitudes; 2) attitude to learning and the learning approach adopted by students; and 3) student skills. The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of Structural Equation Modeling the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R2=0.264) than in the group in which UGM was applied (R2=0.187). These results demonstrate the greater effectiveness of group work when based on well-defined guidelines, rather than when developed without a predefined structure.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - The Influence on Academic Performance of Working Group Methodology
AU  - Icíar Carmen Jiménez Barandalla
AU  - José Luis Montes Botella
AU  - Paloma Bernal Turnes
Y1  - 2018/05/24
PY  - 2018
N1  - https://doi.org/10.11648/j.her.20180302.11
DO  - 10.11648/j.her.20180302.11
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 23
EP  - 31
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20180302.11
AB  - The Working Group Methodology has positive effects on students’ academic performance. The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the Unstructured Groups Methodology (hereafter UGM). To that end, the effect of Working Group Methodology on academic performance is measured using three factors: 1) student attitudes; 2) attitude to learning and the learning approach adopted by students; and 3) student skills. The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of Structural Equation Modeling the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R2=0.264) than in the group in which UGM was applied (R2=0.187). These results demonstrate the greater effectiveness of group work when based on well-defined guidelines, rather than when developed without a predefined structure.
VL  - 3
IS  - 2
ER  -

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