Transactive Memory in the Classroom

Abstract

This study investigated the role of transactive memory systems in classroom group performance. Sixty-three groups, containing a total of 209 students, were studied. Participants were required to complete a four-part group project for an undergraduate course on information systems in organizations. Students were surveyed after handing in the second and fourth segments of the project. These surveys provided information about the students’ demographic characteristics, prior coursework and motivation; the levels of familiarity among group members; and the transactive memory systems of the groups. Past research led us to predict that stronger transactive memory systems would be associated with better group performance. This prediction was confirmed: Transactive memory was a good predictor of group performance, even after other possible predictors were taken into account. Transactive memory itself was best predicted by communication among group members.

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