Effects of workgroup structure and size on student productivity during collaborative work on complex tasks

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. We randomly assigned 36 third- and fourth-grade classrooms to 2 workgroup sizes (pairs vs. small groups) and to 3 background structures (individual vs. collaborative vs, c ollaborative with structured role, goal, resource, and reward interdependen ce). After 4 weekly classroom performance assessments (PAs) in these condit ions, I workgroup from each classroom, which incorporated the lowest- and h ighest-achieving student (as well as 2 middle achievers in small groups), w as videotaped outside the classroom. Analyses of variance conducted on vide otaped data indicated that, regardless of students' achievement status, pai rs earned higher scores than small groups on participation, helpfulness, co operation, quality of talk, and PA work. Although dyads produced greater co llaboration for low-achieving students, small groups generated more cogniti ve conflict among other students. Productivity did not differ as a function of background structure. We discuss implications for optimizing grouping a rrangements and preparing students to work productively during collaborativ e activities on complex tasks.