Abstract:
One possible enhancement to improving both the teaching and the learning process is an appropriate design of a learning environment. Collaborative learning, if appropriately used, has been one such tool that has been known to benefit learners. An issue that needs to be addressed, and one that can affect individual learning is the nature of the group composition in a collaborative environment. This paper analyzes the results of an experiment that was conducted on a module in a computer science degree course. The study sought to find the relevance of group composition to the amount of individual student learning. The underlying pedagogical approach for this activity is a collaborative learning experience through team work using heterogeneous and homogeneous groups. The analysis reveals a significant improvement in individual student performance in the year the groups were made homogenous.
