Group Projects in Social Work Education: The Influence of Group Characteristics and Moderators on Undergraduate Student Outcomes

ABSTRACT

This study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression was used along with analysis of student comments and answers to open-ended questions. Group size was not associated with outcomes. Instructor input into group formation was related to higher self-assessment of student performance. Greater division of labor predicted greater learning, whereas more group conflict predicted less learning; less conflict occurred when students divided tasks in the most equitable way possible. Strengths and limitations of the study are discussed, along with suggestions for improving the group project experience, including preventative measures to reduce conflict.

KEYWORDS:

• teaching research
• macro practice
• BSW students
• service learning
• group projects

Acknowledgments

Thanks are always due to Dr. Steve Kapp at the University of Kansas, my service learning guru, for his contagious appreciation of service learning and his sharing of ideas and strategies for how to tackle group projects. Much appreciation also goes to colleague and friend Dr. Sabrina Sullenberger at Belmont University for reviewing multiple versions. The service learning projects and the consequent research described here would not have been feasible but for the students who were willing to share their experiences and the social service agencies who participated—you rock!