Academic Achievement and Learning Efficacy of Group Activities Applied to the <Inference and Argumentation> Class

Havruta, a Jewish educational practice, is based on the idea that you learn better when you study with a partner than when you study alone. The effectiveness of team-based learning methods, which is said to increase learning effectiveness, has been confirmed through several studies. However, the effectiveness of team-based learning methods in logic-related classes has rarely been properly confirmed, and even if it exists, it is only used as a secondary device for ‘discussion’. The purpose of this study is to confirm academic achievement and learning efficacy by applying group activities to the <Inference and Argumentation> classes at B University in Busan. To this end, among the <Inference and Argumentation> classes, I divided the students into those who participate in group activities and those who do not, and checked their academic achievement by comparing test scores, presentation scores, class attitude scores, and attendance scores. I then inquired about their learning efficacy through questionnaires. As a result, the classes that participated in group activities scored higher on tests, presentations, and class attitudes than those that did not participate in group activities. Futhermore, the survey results showed that a high percentage of students in the classes that participated in group activities said that group activities were helpful for learning. Through this study, we can see that the group activities applied to <Inference and Argumentation> classes, even if they were simple, had a positive effect on academic achievement and learning efficacy.