Examining the Relationship Between Collaborative Learning and Perceived Intellectual Development Among African-American Males in College
Abstract
Research examining the influence of collaborative learning experiences on students' intellectual development has been somewhat inconclusive and largely based on samples of white, traditional-aged college students. Using data from the College Student Experiences Questionnaire (Pace, 1990), the author examines this relationship for a random sample of African- American men in college. Results suggest that collaborative learning is an important predictor of reported gains in intellec- tual development, explaining approximately 25% of the variance in gains. Important considerations for educational practice and future research are discussed.
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