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“We’re Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment
PS: Political Science & Politics (2012)
  • Miguel Centellas, University of Mississippi
  • Gregory J. Love, University of Mississippi
This 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.
  • simulations,
  • pedagogy,
  • comparative politics,
  • institutional design,
  • political institutions,
  • constitutionalism
Publication Date
July, 2012
Citation Information
Miguel Centellas and Gregory J. Love. "“We’re Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment" PS: Political Science & Politics (2012)
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