Abstract The purpose of this study is to determine the effect of assigned study groups on study effort and examination performance in an introductory financial accounting course at the graduate level. A model developed by Lawler and Porter [19671 describing the factors affecting effort and performance provides the theoretical framework supporting the analysis. To test these relationships, eight 2 x 2 analysis of variance designs were used. The dependent variables were (1) amount of time spent studying with others, (2) amount of time spent studying alone, (3) total study time, and (4) examination scores. Two independent variables, each with two levels, were included in the design. The first is the primary treatment, study group assignment The second, a score based on prior academic background and performance, attempts to measure the type of student affected most by assigned study groups. The results for the first exam indicate that students assigned to study groups spent about the same amount of time studying with others as those not assigned to study groups. Further, they spent significantly less time studying alone and in total, and had significantly lower scores on the first exam. These findings were particularly true for students with weaker academic backgrounds. There were no significant differences on any of the dependent variables for the second exam. These findings suggest that study group assignment may be detrimental to the effort and performance of students if group study is viewed as a substitute for standard studying practices.
Robert W. Parry Jr. (Sat,) studied this question.