When is There Strength in Numbers?: A Study of Undergraduate Task Groups

Undergraduate college students in an advanced math class were videotaped as they worked on three mathematical proofs. Findings indicated that both ability and self-efficacy were needed for group success. Members with high levels of self-efficacy served the group by encouraging others to continue working. Groups tended to use a trial-and-error methodology that was not always effective or efficient. Many group members did not have an accurate perception of their own abilities or the group's performance. Implications for using groups in the classroom are discussed.