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This study examines how two group formation methods—self-selected and random—affect students’ collaborative engagement, course learning outcomes (CLOs), and group formation preferences in a Software Engineering Professionalism course. A total of 247 students from a private university in Indonesia, across the Bandung and Purwokerto branch campuses, participated in the study. Data were gathered using the Collaborative Learning Engagement Scale (CLES) questionnaire, CLO scores based on project assessment rubrics, and preference questionnaires regarding group formation methods. The results indicated that the self-selected groups demonstrated significantly higher levels of behavioral and emotional engagement and performed better in achieving CLO 1 (professionalism). In contrast, the random groups had better scores on CLO 3 (professional communication) and maintained relatively stable cognitive engagement. Students showed a strong preference for the self-selected method, citing psychological comfort and work efficiency. However, the random grouping was beneficial in promoting adaptation and formal communication skills. These findings demonstrate that each method has distinct advantages: self-selected groups enhance comfort and collaboration, while random groups promote social resilience and professional skills. The study recommends adopting an adaptive or hybrid approach to group formation, aligned with specific learning objectives.

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Self-selected Groups vs. Random Groups: An Analysis of Student Engagement, Achievement, and Preferences in Collaborative Learning

  • 会议论文

  • 发表日期：

    2026年

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  • Ati Suci Dian Martha,
  • Sri Widowati,
  • Arinza Aurelvia,
  • Soraya Haidar Salma,
  • Muhammad Dias Adani

摘要

This study examines how two group formation methods—self-selected and random—affect students’ collaborative engagement, course learning outcomes (CLOs), and group formation preferences in a Software Engineering Professionalism course. A total of 247 students from a private university in Indonesia, across the Bandung and Purwokerto branch campuses, participated in the study. Data were gathered using the Collaborative Learning Engagement Scale (CLES) questionnaire, CLO scores based on project assessment rubrics, and preference questionnaires regarding group formation methods. The results indicated that the self-selected groups demonstrated significantly higher levels of behavioral and emotional engagement and performed better in achieving CLO 1 (professionalism). In contrast, the random groups had better scores on CLO 3 (professional communication) and maintained relatively stable cognitive engagement. Students showed a strong preference for the self-selected method, citing psychological comfort and work efficiency. However, the random grouping was beneficial in promoting adaptation and formal communication skills. These findings demonstrate that each method has distinct advantages: self-selected groups enhance comfort and collaboration, while random groups promote social resilience and professional skills. The study recommends adopting an adaptive or hybrid approach to group formation, aligned with specific learning objectives.