Meer functionele inbreng en hogere prestaties in groepswerk: hoe bekendheid met groepsleden en kritisch denken een bijdrage leveren

The present study investigated how differences in functional input related to achievement level between students working together on a group assignment, can be explained. The sample consisted of 56 second year students of Communication Studies at University working in groups of 4-5 students as they normally would, of which 19 were observed while working on a group assignment, 5 were interviewed and 50 wrote an essay on their experiences in group work. Data was transcribed, coded and related to past achievement and group achievement. Findings indicate that familiarity with and critical thinking of group members are keys to balanced input within a group leading to better achievement. Leading students feel less need to control group process and results, which leaves more space to following students; following students fear failure less, which makes them participate better, and annoyances are better addressed.