Data Sheet 1_A readiness-informed design framework for stabilizing collaborative learning in heterogeneous STEM classrooms.zip

This study developed and examined a readiness-informed design framework for stabilizing collaborative learning through structured grouping, role-based accountability, and checkpoint-supported feedback.</p>Methods<p>A design-based implementation study with mixed-methods evaluation was conducted in a biomedical engineering Modern Microscopy course.

Two intact course conditions were compared: free grouping and structured heterogeneous grouping. Data included readiness profiles, group reports, practical performance assessments, questionnaire responses, interviews, process records, and scoring reliability analyses.</p>Results<p>Descriptive group-level patterns favored the structured grouping condition in several outcomes, but bootstrap confidence intervals were wide because the effective group-level sample size was small; therefore, these findings were interpreted as design-based evidence rather than as formal evidence of causal effectiveness.