Relationship Between Collaborative Learning Method And Academic Performance Of Secondary School Students
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Relationship Between Collaborative Learning Method And Academic Performance Of Secondary School Students
ABSTRACT
The study looked at the association between collaborative learning methods and academic achievement among secondary school students in Lagos State, with implications for counselling.
This study used a sample of 200 (two hundred) students. A total of four (4) null hypotheses were developed and assessed using the Pearson product moment correlation and independent t-test methods at the 0.05 level of significance.
At the conclusion of the data analysis, the following results were obtained:
(1) There is a considerable link between collaborative learning methods and kids’ academic success in school.
(2) There is a substantial association between academic achievement of students taught using the collaborative learning approach and those taught using other methods of instruction in school.
(3) The usage of collaborative learning in schools has a substantial association with student personality and academic success.
(4) Finally, the use of collaborative learning methods in schools has resulted in a considerable gender gap in students’ academic achievement.
Chapter one
INTRODUCTION
1.1 Background for the Study
Few classrooms are uniform in nature. Students in the normal classroom come from a variety of cultural, economic, ethnic, linguistic, and social backgrounds. Furthermore, the classrooms are made up of kids with varying levels of drive and aptitude.
So, in a typical classroom, some students benefit from traditional educational techniques since they are congruent with their prior experiences. Other children, however, may not profit from instructional methods because they inhibit their learning capacity (Jones and Jones, 2001).
Furthermore, Jones and Jones (2001) stated that the instructor must adjust the classroom atmosphere to allow students to develop prosocial, cooperative conduct, and a culture of learning.
Collaborative peer learning is one classroom management method that is typically advised for more advanced learners, such as secondary school pupils (Schmuck and Schmuck, 2007).
Collaborative peer learning is when students work together to complete common activities or overcome a common obstacle (Fawcett and Garton, 2005). According to Rochelle and Teasley (2005), collaborative learning is a coordinated, synchronous action that results from a continuous effort to create and sustain a shared understanding of an issue.
Put together, collaborative learning could be described as the voluntary gathering of students of various skills or levels of comprehension to study together in order to maximise their own and each other’s learning (Johnson, Johnson, and Holubec, 2008).
Promotive interaction is the mutual assistance that members provide to one another. Members must always engage in verbal conversation, asking questions and providing answers to help one another overcome their learning obstacles.
Individual accountability is the acceptance that each member of the group is responsible to the group for the responsibilities allocated to them.
As the group analyses the contributions of individual members, free riders must be aware of their bad tendencies. Passive listeners (social loafers) must be made aware of their passive participation in class activities.
However, this modest rebuke must be delivered in a way that does not cause undue harm to the individuals involved. Peer collaborative learning requires the use of social skills (Johnson and Johnson, 2004).
Peer collaboration in the classroom works best when no one is viewed as a social loafer or free rider. Neither should some or all of the class participants believe they are doing almost all of the work while the others fool around and listen passively.
Every member must believe that they are an equal participant in the group’s activities. There must be a perception of shared leadership. Peers behave differently at all times and in all situations. As a result, leadership should not be perceived as fixed in a single competent member, but rather as distributed and contextual (Leon, 2004).
Counselling is necessary in any educational institution. It is an instrument used to direct individuals who do not know which way to go and to correct anyone who has gone the wrong course (Covey, 1990).
According to Amobi (2003), the use of counselling or the counsellor’s involvement is required to assist students in carrying out acceptable cooperative learning activities in the classroom.
For example, Amobi believes that the counsellor should assist teachers in realising and appreciating the critical role they play in appropriately inspiring their pupils to study through the collaborative learning technique.
As a result, the school counsellor should urge instructors to use the tactics listed below to motivate their children to learn cooperatively:
· Be a capable model who is eager to learn. This is because the attitudes that teachers express regarding learning effort and achievement play a key role in determining whether pupils adopt positive attitudes towards the same concerns.
· Foster a challenging learning environment and set high expectations. Every student should be challenged to perform at their best.
· Set clear expectations for pupils and assist them academically and emotionally.
· Collaborate with students to establish goals, organise and track progress, and choose learning tasks that spark interest and curiosity in cooperative learning.
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