The impact of group study on academic performance among psychology students

Studying in groups is a well-liked learning approach whereby students collaboratively

work towards a shared objective. Over the past few years, a notable interest has been rising in
using group study to enhance academic results, particularly among psychology students. This
composition plans to delve into the effects of group study on academic outcomes within the
psychology student population, referring to eight pertinent sources.

Group learning positively influenced student success in all areas of study. It also
discovered that group learning surpassed conventional educational approaches like lectures
and discussions in effectiveness. Hence, this implies that for psychology students, group study
could be a potent tool for enhancing academic results. (Stenberg, L., et.al., 2019)

Cooperative learning is a teaching technique in which students cooperate in small

groups to accomplish a common goal. This strategy has been shown to boost academic
performance, achievement, collaborative work, cognitive-behavioral motivation, learning
capacities, and self-esteem in kids. One of the most significant benefits of cooperative learning
is that it can improve student achievement across the board (Singh, M., et al., 2022).

A meta-analysis of over 200 studies found that group learning was more effective than
traditional teaching methods, such as lectures and discussions. This is because cooperative
learning allows students to engage in active learning, which involves participating in
discussions, asking questions, and sharing ideas with their peers (Vrioni, R., et.al. 2011).

Moreover, cooperative learning can enhance critical thinking skills among students. A
study of 463 undergraduates found that students who studied together reported that they
studied to improve their understanding of the material and found that study groups helped them
learn more effectively (Weimer, M., et.al. 2018).

This is because cooperative learning allows students to engage in discussions and

debates, which can help them develop critical thinking skills. Additionally, cooperative learning
can help students learn how to work collaboratively, which is an essential skill in today's
workforce. Cooperative learning also holds significant value in enhancing student performance
for a couple of key reasons. Primarily, it provides a platform for students to share their insights,
experiences, and talents, promoting learning from each other (Loh, R. et.al. 2020).

One of the primary advantages of collaborative learning is its encouragement of positive

mutual dependence. This implies that students have to depend on one another to achieve
success, fostering motivation and prompting them to put forth effort. Collaborative learning also
offers students the chance to foster critical social capabilities, such as interaction, team spirit,
and resolving disputes. These skills are fundamental for thriving in both their academic and
personal lives (Slavin, R. E., 2014).
 When students work together to complete an assignment, they have the opportunity to
both present new ideas and deepen their grasp of the topic. This enrichment is a result of
collaborative learning, which allows students to learn from each other and therefore, better
assimilate the content. Furthermore, collaborative learning fosters motivation. When aiming for
a common goal, students have a heightened desire to give their all as they recognize that their
learning not only influences their individual development, but also the achievement of their
group (Loh, R. et.al. 2020).

This cognitive-behavioral motivation can help students stay engaged and focused on
their studies, leading to improved academic performance and achievement. Moreover,
cooperative learning can help students develop important social skills. When students work
together on a task, they need to communicate effectively, resolve conflicts, and collaborate to
achieve a common goal (Singh, M., et.al., 2022).

This can help students develop important life skills such as communication,
problem-solving, and decision-making. These skills are essential for success in both academic
and professional settings. In addition to improving academic performance and critical thinking
skills, cooperative learning can also have a positive impact on collaborative work among
students. A study on the effects of collaborative grouping on student engagement in middle
school students found that students who participated in cooperative learning reported feeling
more connected to their peers and more motivated to learn (Al Sheikh, M. H., et.al.,(2019).

Cooperative learning instills a feeling of inclusion among students and allows them to
form favorable bonds with their classmates. Moreover, it furnishes them with self-worth and
faith in their capabilities. In a group task, students get the chance to receive input and
encouragement from their fellow students, boosting their self-assurance in what they can do
(Mukhsen, F., 2022).

Additionally, when students achieve success as a group, they can feel a sense of pride
and accomplishment, which can boost their self-esteem. To make cooperative learning more
effective, it is essential to choose a group of students who are motivated and committed to
learning . It is also important to set clear goals for each study session, divide up the work evenly,
and make sure that each student has a role to play in a group (Wahyuningsih, S. K., 2018).

It is important to provide students with feedback and support throughout the learning
process, which can help them stay motivated and engaged. In conclusion, cooperative learning
is a powerful teaching strategy that can have numerous benefits for students. It can improve
academic performance, enhance critical thinking skills, promote collaborative work, increase
cognitive-behavioral motivation, develop learning abilities, and boost self-esteem. By working
together in small groups, students can learn from each other, develop important social skills,
and feel a sense of belonging and pride in their achievements. As such, cooperative learning is
an essential tool for educators who want to help their students succeed in both academic and
professional settings.

References:

Stenberg, L., Campoamor-Olegario, L., & Yong, J. (2019). Group Work and Student Outcomes
among First Year International Students. International Journal of Teaching and Learning in
Higher Education, 31(3), 452–460. https://files.eric.ed.gov/fulltext/EJ1244966.pdf

Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation
on student engagement. Heliyon, 8(7), e09843. https://doi.org/10.1016/j.heliyon.2022.e09843

Vrioni, R. (2011). EFFECTS OF GROUP LEARNING ON THE ACADEMIC PERFORMANCE

OF UNIVERSITY STUDENTS. Problems of Education in the 21st Century, 33(1), 111–117.
https://doi.org/10.33225/pec/11.33.111

Weimer, M. (2018, May 16). The Benefits of Study Groups. Faculty Focus | Higher Ed Teaching
& Learning.
https://www.facultyfocus.com/articles/course-design-ideas/what-students-can-learn-from-studyin
g-together/

Loh, R. C.-Y., & Ang, C.-S. (2020). Unravelling Cooperative Learning in Higher Education.
Research in Social Sciences and Technology, 5(2), 22–39.
https://doi.org/10.46303/ressat.05.02.2

Mukhsen, Fadiah (2022). Effects of Cooperative Learning on Students' Academic Achievement.

Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork
Work? Anales de Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201

Al Sheikh, M. H., & Iqbal, M. Z. (2019). Student Perceptions Regarding Group Learning
Activities in a Hybrid Medical Curriculum. Medical Science Educator, 29(4), 1221–1228.
https://doi.org/10.1007/s40670-019-00817-y

Wahyuningsih, S. K. (2018). GROUP WORK TO IMPROVE CLASSROOM INTERACTION AND

STUDENTS’ SELF-ESTEEM OF STAIN GPA. Research and Innovation in Language Learning,
1(3), 187. https://doi.org/10.33603/rill.v1i3.1125