The impact of collaborative learning on individual exam performance in a Introductory Physics class.

This study explores how collaborative learning impacts individual performance in a physics class. It aims to identify better learning strategies in group work that help students improve their understanding of physics concepts on their own. Students participated in two types of assessments: six group tesst, where they could freely discuss problems and use all available resources, and a subsequent individual exam after every 2 group tests with similar questions. The purpose was to determine how working together influences their ability to learn and apply physics concept independently. Both the group and individual test were graded using the Physics Problem Solving Rubrics. Observation notes were also taken to analyze student behaviors and identify the most and least successful groups based on their individual exam scores. The study compared how students interacted during the group test with their performance on the individual exam, focusing on effective group behaviors such as explaining ideas to peers, resource usage, and reaching consensus. Early results suggest that students who actively discussed concepts and took on different roles during group test tended to understand the material better and scored higher on the individual exam.