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“We're Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment

  • Miguel Centellas (a1) and Gregory J. Love (a1)
Abstract
Abstract

This article examines the effectiveness of a collaborative group learning project for teaching a core competency in comparative politics: constitutional structures. We use a quasi-experimental design and propensity score matching to assess the value of a constitutional writing group project and presentation. The results provide strong evidence that these learning tools are highly valuable for teaching abstract concepts. Students who participated in the project scored significantly higher on a short series of questions in final exams given several weeks after the completion of the group project. Somewhat paradoxically, the project increased competency but did not affect student self-reported interest in the subject matter. The challenges and improvements that can be made for the use these types of learning tools concludes the article.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

Donald B. Rubin 1979. “Using Multivariate Matched Sampling and Regression Adjustment to Control Bias in Observational Studies.” Journal of the American Statistical Association 74 (366): 318–28.

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PS: Political Science & Politics
  • ISSN: 1049-0965
  • EISSN: 1537-5935
  • URL: /core/journals/ps-political-science-and-politics
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