TY - THES
T1 - The Effects of Small Group Work on Student Engagement Within Mathematics
AU - Lamphier, Audrey
AU - Nillas, Leah A.
PY - 2025
Y1 - 2025
N2 - Recent studies have highlighted the benefits of small group activities in encouraging student participation and group engagement, especially in mathematics. Peer contact is promoted, problem-solving skills are improved, and motivation is raised through collaborative learning (Li et al., 2021; Webb & Farivar, 1999). In this classroom research, student engagement is viewed as a multidimensional construct that includes emotional, behavioral, and cognitive forms of engagement (Appleton, Christenson, & Furlong, 2008). This study examines how fifth-grade students' participation and group engagement in mathematics activities are impacted by small-group interactions and teamwork. The study was carried out in a collaborative fifth-grade classroom where small group work during mathematics lessons was prioritized and where questionnaires, teacher observations, and student assignments were used to gather data. Results indicate that working in small groups greatly increased student involvement, especially on an emotional and cognitive level. Working in small groups strengthened students' resilience, engagement, and comprehension of mathematics. These results are consistent with the research findings of Appleton et al. (2008), who emphasized the importance of positive classroom environments and supportive peer interactions in fostering student engagement. Furthermore, when students were allowed to freely argue and defend their arguments with others, they felt more driven and dedicated to their work. Webb and Farivar (1994), who emphasized how peer explanations in small groups enhanced learning outcomes, corroborated these findings. Overall, working in small groups improves academic performance and creates a collaborative learning atmosphere, both of which contribute to a better comprehension of mathematics.
AB - Recent studies have highlighted the benefits of small group activities in encouraging student participation and group engagement, especially in mathematics. Peer contact is promoted, problem-solving skills are improved, and motivation is raised through collaborative learning (Li et al., 2021; Webb & Farivar, 1999). In this classroom research, student engagement is viewed as a multidimensional construct that includes emotional, behavioral, and cognitive forms of engagement (Appleton, Christenson, & Furlong, 2008). This study examines how fifth-grade students' participation and group engagement in mathematics activities are impacted by small-group interactions and teamwork. The study was carried out in a collaborative fifth-grade classroom where small group work during mathematics lessons was prioritized and where questionnaires, teacher observations, and student assignments were used to gather data. Results indicate that working in small groups greatly increased student involvement, especially on an emotional and cognitive level. Working in small groups strengthened students' resilience, engagement, and comprehension of mathematics. These results are consistent with the research findings of Appleton et al. (2008), who emphasized the importance of positive classroom environments and supportive peer interactions in fostering student engagement. Furthermore, when students were allowed to freely argue and defend their arguments with others, they felt more driven and dedicated to their work. Webb and Farivar (1994), who emphasized how peer explanations in small groups enhanced learning outcomes, corroborated these findings. Overall, working in small groups improves academic performance and creates a collaborative learning atmosphere, both of which contribute to a better comprehension of mathematics.
M3 - Faculty Advisor of Undergraduate Research
ER -