Claim: Group assignments that students must work together to complete should replace a
substantial amount of traditional lecture-based instruction in college and university
courses.
Reason: It is vital for students to gain experience collaborating with peers to study a topic
and to achieve a common goal.
Write a response in which you discuss the extent to which you agree or disagree with the
claim and the reason on which that claim is based.
Group assignments should not supplant the traditional lecture-based instruction in college and university courses because it often puts the burden of work of the whole group on a single person and students to be lax when they are with peers and thus, are more likely to indulge in prattling than study.
In group assignment, it is usually the case that one person does most work and remaining people in the group tend to freeload on the work of one person. For instance, When a group of students is assigned a work, most people avoid the work finding some reason and as a result, only one or two personnel who are genuinely interested in doing work will do the most work. Though it may not harm to those who has done most work, the students who tend to freeload on others work do not learn anything. And on rare occasion, the people who does the most work may be distressful because he has to take more responsibilities. This will eventuate into hindering of learning and will be counterproductive to the goal.
Students within group can have diverse opinion about the particular topic which may forestall the progress of work. These differences in the opinion translate to the conflict and thus, defeats the overall goal of learning. For example, During my undergraduate study, I was assigned to work on a project with four other people. But due to differences in our opinion about the approach toward work, it frequently led to conflicts. Consequently, the project was not completed within given time frame. Also, some people tend to act like know-it-all to the point that they are insufferable and when such an individual is around, most student in the group either stop working or abandon the work all together. On the other hand, if each student does his work individually, the likelihood of conflicts is less. More importantly, a student is compelled to do his work on his own and learn something out of it. It is better to get something out of work rather than nothing, therefore, group assignments should not replace the conventional lecture-based instruction at college and university.
However, when a group of students have established a rapport, conflict in opinion do not hinder the work and in such cases, group assignments provides an opportunity to share their views and learn something from each other. Moreover, in group assignment, divide and attack strategy can be employed to accomplish the work at a great pace. But, the question arises who will decide each students duty? Since each student have high opinion about themselves, all of them want to undertake the percieved important task of the assignment. It frequently eventuates into the conflict.
In conclusion, group assignments should not replace the orthodoxical lecture-based instruction at college and university because it deprives at least a few students of the opportunity to learn, creates more chaos and hinders the progress of work and therefore, is counterproductive.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-01-09 | Tammy__kk | 66 | view |
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Grammar and spelling errors:
Line 7, column 385, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...he question arises who will decide each students duty? Since each student have high opin...
^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, however, if, may, moreover, so, therefore, thus, as to, at least, for example, for instance, in conclusion, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 73.0 58.6224719101 125% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2476.0 2235.4752809 111% => OK
No of words: 492.0 442.535393258 111% => OK
Chars per words: 5.0325203252 5.05705443957 100% => OK
Fourth root words length: 4.70967865282 4.55969084622 103% => OK
Word Length SD: 2.97277620651 2.79657885939 106% => OK
Unique words: 228.0 215.323595506 106% => OK
Unique words percentage: 0.463414634146 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 754.2 704.065955056 107% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 68.2764488633 60.3974514979 113% => OK
Chars per sentence: 117.904761905 118.986275619 99% => OK
Words per sentence: 23.4285714286 23.4991977007 100% => OK
Discourse Markers: 7.7619047619 5.21951772744 149% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.307690758373 0.243740707755 126% => OK
Sentence topic coherence: 0.0937071096825 0.0831039109588 113% => OK
Sentence topic coherence SD: 0.0778287042005 0.0758088955206 103% => OK
Paragraph topic coherence: 0.206451048532 0.150359130593 137% => OK
Paragraph topic coherence SD: 0.0608656860897 0.0667264976115 91% => OK
Essay readability:
automated_readability_index: 14.0 14.1392134831 99% => OK
flesch_reading_ease: 56.59 48.8420337079 116% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 12.19 12.1639044944 100% => OK
dale_chall_readability_score: 8.08 8.38706741573 96% => OK
difficult_words: 103.0 100.480337079 103% => OK
linsear_write_formula: 18.0 11.8971910112 151% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.