Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
This work-in-progress research paper addresses issues related to the measurement of team effectiveness. The study is motivated by recent changes in the ABET Criterion 3 accreditation guidelines, which state that students are mandated to demonstrate "an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives." In addition to ABET, the use of teams in engineering education has become a widespread pedagogical tool to facilitate the learning of technical content, as well as to prepare students for professional practice. Thus, having the ability to measure the effectiveness of such experiences is of both academic and industrial importance.
Even with the increased emphasis on the use of student teams in academia, research studies that rigorously attempt to assess team effectiveness are limited. Team effectiveness is an essential element of the overall collaborative experience, and the work presented herein will address the following research questions: 1) How do differences in perceptions of team effectiveness (measured by constructs of learning, interdependency, goal setting and potency) explain variability in individual learning? 2) How do differences in perceptions of team effectiveness (measured by constructs of learning, interdependency, goal setting and potency) predict variability in team performance?
The study involved two samples of over 1100 first-year engineering students in a large public institution enrolled in two consecutive First-Year engineering courses. Team sizes were nominally four students, with a limited number of teams of three students. Teams were formed with consideration of multiple criteria that included: sex, ethnicity, and educational background. Team effectiveness was measured in terms of a self-report, 24-item instrument, which has evidence of reliability and validity, that required students to indicate the degree to which their team worked together across a range of domains, including interdependency, learning, potency, and goal setting. Results to be presented include: psychometric analysis to support the combining of multiple datasets; Confirmatory Factor Analysis (CFA) that supports the factor structure of the team effectiveness measure; and predictive analysis to predict student team success measured by quiz scores, project grades, etc. using the self-reported team effectiveness as the independent measure.
Imbrie, P., & Agarwal, J., & Raju, G. (2020, June), Team Effectiveness in Predicting Student Learning: An Analysis of First-year Engineering Students Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35285
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