Document Type
Article
Publication Date
12-2019
Abstract
Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student-learning outcomes.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Information
Snopkowski, Kristin; Demps, Kathryn; Griffiths, Ross; Fulk, Karen S.; May, Scott; Neagle, Kimberly; Downs, Kayla; Eugster, Michaela; and Amend, Tessa. (2019). "Small Group Learning is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students". Journal of the Scholarship of Teaching and Learning, 19(5), 36-52. https://doi.org/10.14434/josotl.v19i5.24230
Included in
Biological and Physical Anthropology Commons, Educational Sociology Commons, Higher Education Commons
Comments
For a complete list of authors, please see the article.