When teachers assign projects on which students must work together, the students learn much more effectively than when they are asked to work alone on projects.
There is no doubt that effective learning plays a decisive role in the students' future lifestyle and job. This often brings up a controversial question; how can students improve their understanding of the subjects and lessons? In my point of view, students benefit more from working in a group than working alone because they can share their information and do their tasks better and sooner. In the following paragraphs, I will elaborate on my perspective.
Working in a group provides different advantages for the students such as sharing the information which brings effective and better understanding of the subject. That is to say, some students look at the project from specific aspect and the others consider the other facets of the issue. When they gather in a group, the students can put their ideas together. Hence, besides learning how to react to opposite viewpoints in a group, they learn how to think about different sides of the same problem. For example, there are several contributory factors in a laboratory experiment. Some students pay attention to environmental factors and the others know about the effects of materials exploited in the experiment. When the members of the group share their information, all students in the group learn about all factors. However, working alone deprives the students from gaining such a knowledge. Besides, the desired results of the test will not be achieved by the single examiner as a result of incomplete information.
Furthermore, teamwork increases the pace of the performance and learning. In fact, group work is the division of tasks between the group members and finally putting the parts of the puzzle together. As a result, the students obtain extra time to study the lessons and learn effectively. For instance, when I was at the university, the professor assigned an econometric project that we have to compare several growth theories in Iran. My friends and I divided the theories among ourselves and each one collected information about a particular theory. We did the project in less than a month while it took the whole semester for the other students that worked solely on the project.
In general, working on a project in a group provides the students with much more effective learning than working alone because it has some merits that makes the learning process easier and faster. In fact, students can exchange their information about an issue, consider the problem from diverse aspects and with different outlooks, perform the projects with higher speed, and reach the desired results in the project.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-21 | Zmx_109 | 88 | view |
| 2023-05-05 | Umme Abiha | 70 | view |
| 2023-01-20 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 70 | view |
| 2022-12-24 | nikki07hung | 66 | view |
- TPO14 90
- Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Other believe that it is best to use that time doing things together that are related to s 73
- A teacher’s ability to relate well with the students is more important than excellent knowledge of the subject being taught. 77
- TPO43 90
- Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect In your opinion, which of the following is the best thing to do?•Interrupt and correct the mistake right away.•Wait until the class or meeting 85
Grammar and spelling errors:
Line 3, column 882, Rule ID: A_UNCOUNTABLE[2]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'knowledge'.
Suggestion: knowledge
...deprives the students from gaining such a knowledge. Besides, the desired results of the te...
^^^^^^^^^^^
Discourse Markers used:
['besides', 'but', 'finally', 'furthermore', 'hence', 'however', 'if', 'look', 'so', 'while', 'as to', 'for example', 'for instance', 'in fact', 'in general', 'no doubt', 'such as', 'as a result', 'that is to say']
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance in Part of Speech:
Nouns: 0.250539956803 0.229887763892 109% => OK
Verbs: 0.123110151188 0.158761421928 78% => OK
Adjectives: 0.0799136069114 0.0866891130778 92% => OK
Adverbs: 0.036717062635 0.046263068375 79% => OK
Pronouns: 0.0410367170626 0.0685040099705 60% => OK
Prepositions: 0.142548596112 0.118717715034 120% => OK
Participles: 0.0280777537797 0.0351676179071 80% => OK
Conjunctions: 2.75926291929 2.67179642975 103% => OK
Infinitives: 0.0151187904968 0.0309702414327 49% => Some infinitives wanted.
Particles: 0.00215982721382 0.00188951952338 114% => OK
Determiners: 0.14686825054 0.0887237588012 166% => OK
Modal_auxiliary: 0.0129589632829 0.0209618222197 62% => OK
WH_determiners: 0.0194384449244 0.0139019557991 140% => OK
Vocabulary words and sentences:
No of characters: 2599.0 2387.08602151 109% => OK
No of words: 421.0 408.028673835 103% => OK
Chars per words: 6.17339667458 5.86048508987 105% => OK
Fourth root words length: 4.52971130743 4.48200974243 101% => OK
words length more than 5 chars: 0.389548693587 0.338922669872 115% => OK
words length more than 6 chars: 0.327790973872 0.251872472559 130% => OK
words length more than 7 chars: 0.223277909739 0.174417080927 128% => OK
words length more than 8 chars: 0.114014251781 0.112833075102 101% => OK
Word Length SD: 2.75926291929 2.67179642975 103% => OK
Unique words: 205.0 212.727598566 96% => OK
Unique words percentage: 0.486935866983 0.524397521467 93% => More unique words wanted or less content wanted.
Word variations: 53.704319986 59.2087087015 91% => OK
How many sentences: 21.0 20.6684587814 102% => OK
Sentence length: 20.0476190476 20.5533526081 98% => OK
Sentence length SD: 41.744009849 48.84282405 85% => OK
Chars per sentence: 123.761904762 120.699889404 103% => OK
Words per sentence: 20.0476190476 20.5533526081 98% => OK
Discourse Markers: 0.904761904762 0.644075263715 140% => OK
Paragraphs: 4.0 4.5376344086 88% => OK
Language errors: 1.0 5.54480286738 18% => OK
Readability: 52.8267164348 45.7405998639 115% => OK
Elegance: 2.09677419355 1.45489161554 144% => OK
Coherence and Cohesion:
Essay topic to essay body coherence: 0.256986904568 0.300154397459 86% => OK
Sentence sentence coherence: 0.103092954013 0.103427244359 100% => OK
Sentence sentence coherence SD: 0.063122237523 0.0752933317313 84% => OK
Sentence paragraph coherence: 0.559451961458 0.497263757937 113% => OK
Sentence paragraph coherence SD: 0.150311420486 0.151897553556 99% => OK
Sentence topic coherence: 0.105424981864 0.114077575197 92% => OK
Sentence topic coherence SD: 0.0471939984714 0.0781384742642 60% => OK
Paragraph paragraph coherence: 0.543972081586 0.336927656856 161% => OK
Paragraph paragraph coherence SD: 0.0967215542113 0.067059652881 144% => OK
Paragraph topic coherence: 0.17719754216 0.210909579961 84% => OK
Paragraph topic coherence SD: 0.0289743800248 0.0618886996521 47% => The ideas may be duplicated in paragraphs.
Task Achievement:
Sentences with positive sentiment : 10.0 11.8870967742 84% => OK
Sentences with negative sentiment : 4.0 3.86379928315 104% => OK
Sentences with neutral sentiment: 7.0 4.91756272401 142% => OK
Positive topic words: 8.0 8.42114695341 95% => OK
Negative topic words: 4.0 2.4623655914 162% => OK
Neutral topic words: 5.0 2.75985663082 181% => OK
Total topic words: 17.0 13.6433691756 125% => OK
What are sentences with positive/Negative/neutral sentiment?
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Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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Note: This is not the final score. 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.