期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2013
卷号：13
期号：2
页码：23-30
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Researchers have yet to examine whether discussion group size affects student performance in an interteaching-based course. In the current study, we addressed this question by manipulating discussion group size (smaller groups of 2 students vs. larger groups of 4 students) across 2 sections of an undergraduate psychology course. We found no significant differences between the sections on 6 unit exams, on a cumulative final exam, and in the total number of points earned across the semester.
