Introduction Scott Myers- Associate Professor of Communication Studies at West Virginia University Nicole A. Smith, Mary A. Eidsness, Leah M Bogdan, Brooke A. Zackery, Michelle R. Thompson, Meghan E. Schoo, Angela N. Johnson
Purpose Study views of students in college classroom work group How students react to slackers Recommendations of students of how to deal with slackers
Data Collection Focus groups Five groups that lasted one hour with a total of 37 students Students were from an introductory small group communication course
Research Questions What do group members find frustrating about working with slackers? How do group members deal with slackers? What recommendations would group members make for dealing with slackers?
Why Focus Groups? When in focus groups you “listen, gather information, and try to understand how people feel or think about an issue, product, service, or idea” Individuals in focus groups are valuable sources of firsthand information who share this information if asked the right questions.
During Focus Group Three or four team members: moderator, one or two notetakers, and a greeter Each team used the same questioning guide, which consisted of eleven questions Questions developed by the authorsprior to groups Only three of the questions served as the focal point
Focus Groups Work well if used correctly Some answers are built on others responses Many people have responses that would not appear on paper
Conclusion Three conclusions were drawn 1. College students working in groups report working with slackers is frustrating due to a lack of indifference on the slackers’ part 2. They either ignore or include slackers in the group task 3. They would confront slackers during future group work
Effectiveness Article was able to find how students feel about slackers in group work Found how students deal with slackers and what they will do with slackers in later group work