“We’re Off to Replace the Wizard”: Lessons from a Collaborative Group Project AssignmentPS: Political Science & Politics (2012)
AbstractThis article examines the effectiveness of a collaborative group learning project for teaching a core competency in comparative politics: constitutional structures. We use a quasi-experimental design and propensity score matching to assess the value of a consti- tutional writing group project and presentation. The results provide strong evidence that these learning tools are highly valuable for teaching abstract concepts. Students who par- ticipated in the project scored significantly higher on a short series of questions in final exams given several weeks after the completion of the group project. Somewhat paradox- ically, the project increased competency but did not affect student self-reported interest in the subject matter. The challenges and improvements that can be made for the use these types of learning tools concludes the article.
- comparative politics,
- institutional design,
- political institutions,
Publication DateJuly, 2012
Citation InformationMiguel Centellas and Gregory J. Love. "“We’re Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment" PS: Political Science & Politics (2012)
Available at: http://works.bepress.com/mcentellas/9/