Teacher assigned lab groups: how specialized groupings affect an AP chemistry student's social confidence and communication habits

Abstract

Expecting students to work cooperatively in laboratory groups has become a challenging task for teachers as students continue to grow to be more socially isolated from one another. This research study sought to determine whether assigning students to specific laboratory groups in an AP Chemistry class and giving them specific roles to perform would affect their social confidence and their communication habits. Students were assigned one of three roles: facilitator, reflector, or presenter, while being assigned to randomized lab groups. Throughout the study, students completed post-lab analyses were compared to a pre-and post-survey to assess how students' social confidence and communication habits had changed after being assigned a specific laboratory role in an assigned laboratory group. The results of this study showed that students social confidence increased when they were assigned to a group of their peers. The research study showed that after treatment had been applied, 100% of participating students had confidence in contributing effectively to any group assignment that pertained to AP Chemistry.