The impact of instructor grouping strategies on student efficacy in inquiry science labs: A phenomenological case study of grouping perceptions and strategies

Abundant educational research has integrated Albert Bandura's concepts of self-efficacy and collective efficacy within educational settings. In this phenomenological case study, the investigation sought to capture the manifestation of self-efficacy and collective efficacy within inquiry-based science laboratory courses. Qualitative data was derived from student efficacy surveys, direct classroom observations, and three-tiered interviews with teacher participants. Four high school science instructors and their students from two school districts in Northern Illinois were selected to participate in the study.;This study sought to identify instructor strategies or criteria used to formulate student laboratory groups and the impact of such groupings on student self-efficacy and collective efficacy. Open coding of interview transcripts, observation logs, and student surveys led to the development of eight emerging themes. These themes included the purpose of science laboratory activities, instructor grouping strategies, instructor roles, instructor's perceptions, science laboratory assessment, student interactions, learner self-perceptions, and grouping preferences. Results from the study suggest that some students were innately inclined to assume leadership roles, smaller groupings had greater participation from all group members, students had a strong preference for working collaboratively in groups, and students desired to maintain stable laboratory groups in lieu of periodically changing laboratory partners.;As with all case study methodologies, the findings of the study were limited to the individual participants at research sites and were not generalizable to all science classrooms. Additional research in the realms of group size, group autonomy, and student interviews would provide even greater insights into the observed phenomena.