Study Groups = Heightened Academic Performance
Research shows that without doubt, groups saturate academic entities and implicitly impose an influence on outputs of the members of the entities (Henttonen, Johanson, & Janhonen, 2014). However, is there a correlation specifically to the dynamics embedded within study groups toward individual academic success? In fact there is. Studies show that work outputs are more effective when routine feedback is provided (Henttonen, et al., 2014). Study groups at some point of time form a relationship; a connection and bond shapes amidst the members. As this union forms, each member functions as a support system that boosts each member of the group. Study groups help to maximize efficiency levels in addition to contribute to the variety of talent, perspective, and uniqueness. Henceforth, each member becomes a motivating factor to one another. Correspondingly, recurring feedback helps to moderate error. Insight from a third hand perspective provides a viewpoint to avoid taking the wrong course of action and achieve a more fluid output.
