Date of Degree
5-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Program
Education
Advisor
Dr. Arthur Hernandez
Advisor
Dr. Joan Labay Marquez
Advisor
Dr. Paula Caffer
Abstract
THE FACULTY’S PERCEPTION OF THE ROLE OF EQUITY IN THE FORMATION OF COOPERATIVE LEARNING GROUPS IN UNIVERSITY CLASSROOMS: A QUALITATIVE INQUIRY
Submitted by Ethel K. Nwogu A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of the Incarnate Word San Antonio, Texas December 2025
This study investigates how university faculty perceive and apply equity in the formation of cooperative learning groups. It examines the beliefs guiding instructional decisions and the practical strategies used to ensure fairness and inclusion. The central purpose is to understand how equitable group formation practices influence student collaboration, engagement, and learning outcomes in diverse classrooms. By centering faculty and student experiences, the study seeks to develop practical frameworks that promote inclusive pedagogy and a sense of belonging for all learners (Johnson & Johnson, 2019; Gillies, 2016). Addressing inequities arising from unstructured group formation (Cohen, 1994; Slavin, 2014), the project provides actionable insights to help educators and institutions design just and effective collaborative learning environments that enhance both student success and faculty empowerment (Barkley et al., 2014).
A qualitative phenomenological research design was employed to explore the lived experiences of faculty members who implement equitable group formation in university classrooms. This approach uncovered the essence and meaning of participants' experiences as they navigated equity-driven group dynamics. Data were collected through semi-structured interviews, focus group discussions, and reflective journals. Thematic analysis, guided by Braun and Clarke's (2006) six-phase method, was used to identify recurring patterns and themes while minimizing researcher bias. This phenomenological approach emphasized understanding over measurement, highlighting how equity-focused group practices influence collaboration, inclusion, and engagement in cooperative learning contexts.
Anchored in Equity Theory (Adams, 1965) and Social Interdependence Theory (Deutsch, 1949; Johnson & Johnson, 2018), the study revealed five interrelated themes: (1) The Role of Equity in Cooperative Learning Groups, (2) The Nature of Cooperative Learning Groups, (3) Advantages and Disadvantages of Cooperative Learning, (4) Core Elements of Cooperative Learning, and (5) Skills, Knowledge, and Attitudes in Group Dynamics. Faculty participants consistently described equity as essential to group success, emphasizing fairness, opportunity, and recognition rather than equality alone. Equity-driven structures enhanced motivation, trust, and participation, particularly among underrepresented students. The findings demonstrated that equitable practices promote psychological safety, accountability, and social cohesion—key elements of effective cooperative learning.
This study contributes to understanding how university faculty interpret and implement equity in cooperative learning environments. By integrating Equity Theory and Social Interdependence Theory, it highlights that fairness in group work is a dynamic, relational process rooted in trust, adaptability, and intentional pedagogy. The results expand existing theory by recognizing non-traditional inputs such as loyalty and emotional labor as vital to cooperative learning success. Ultimately, the findings affirm that equitable group formation is both a pedagogical and ethical imperative. Embedding fairness and inclusion in cooperative learning fosters academic excellence, empathy, and social responsibility, advancing the transformative goals of higher education.
Recommended Citation
Nwogu, Ethel, "The Faculty's Perception of the Role of Equity in the Formation of Cooperative Learning Groups in University Classrooms: A Qualitative Inquiry" (2026). Theses & Dissertations. 481.
https://athenaeum.uiw.edu/uiw_etds/481
First review - F. Lucille (Sia) Achica