Comparing Student- and Teacher-Formed Teams on Group Dynamics,Satisfaction,and Performance

Abstract

We compared student- and teacher-formed teams on aspects of group dynamics, satisfaction, and performance. Two sections of an introductory psychology research methods course were randomly assigned to either student-formed or teacher-formed teams. We conducted t tests on 10 measures related to group dynamics, satisfaction, and success. Academic performance and group work contribution were the only measures found to be statistically different, with the student-formed teams scoring higher than the teacher-formed teams. Follow-up individual interviews or focus groups conducted with 13 students suggested a slight preference for the teacher-formed method because it was transparent and eliminated the stress of having to choose one’s team members. We further recommend this method because of its simplicity and closer approximation to real-world scenarios. Several factors identified as being important for effective team functioning, regardless of group formation method, are also discussed.