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The Relationship Between Collaborative Learning Method And Academic Performance Of Secondary School Students
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Few
classrooms are homogenous in nature. The typical classroom is made up of
students from diverse cultural, economic, ethnic, linguistic and social
backgrounds. In addition, the classrooms comprise of students with
diverse motivational and ability levels. So in the typical classroom,
there are some students who benefit from the conventional instructional
processes because the processes are consistent with their previous
experiences. Still there are other students who do not benefit from the
instructional processes because, the instructional processes tend to
inhibit their learning abilities (Jones and Jones, 2001).
Furthermore,
Jones and Jones (2001), pointed out that the teacher must modify the
classroom environment so as to enable the learners to develop prosocial,
cooperative behaviour and culture of learning. Collaborative peer
learning is therefore, one classroom management strategy usually
recommended for more advanced learners such as secondary school students
(Schmuck and Schmuck, 2007).
Collaborative peer learning involves
students working together to complete common tasks or master a common
challenge (Fawcett and Garton, 2005). Rochelle and Teasley (2005) also
see collaborative learning as a coordinated, synchronous activity that
is the result of a continued attempt to construct and maintain a shared
conception of a problem. Pieced together, it would be plausible to
describe collaborative learning as the voluntary coming together of
students of diverse abilities or levels of comprehension to study
together for the purpose of maximizing their own and each other’s
learning (Johnson, Johnson and Holubec, 2008).
Promotive interaction
is the mutual help that members offer to one another. Members must
always engage in verbal communication, asking questions, offering
explanations, and through that, help one another to overcome their
learning difficulties. Individual accountability is the acceptance of
the fact each member of the group is accountable to the group for tasks
assigned to them. As the group monitors the contributions of individual
members, free riders must be made of their negative tendency. Passive
listeners (social loafers) must also be made to be aware of their
passiveness in the class activity. But this quiet reprimand must be made
in such a way that the individuals involved would not be hurt too much.
Therefore, social skills must be deployed in peer collaborative
learning (Johnson and Johnson, 2004).
Collaborative learning among
peers in the classroom is successful when no one is perceived as a
social loafer or a free rider. Neither should some or one of the class
members perceive themselves to be doing virtually all the work while
others merely goof and listen passively. Every member must feel that
everybody is an equal participant in the group’s activities. There must
be perceived shared leadership. At any given time, and in any given
situation, peers do different things. Therefore, ideally leadership
should not be seen to be fixed in only one competent member; rather
leadership must be seen to be diffused and contextual (Leon, 2004).
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ABSRACT - [ Total Page(s): 1 ]The study examined the relationship between collaborative learning method and academic performance of secondary school students in Lagos State: Implication for counselling. A total of 200 (two hundred) sampled students were selected and used for this study. A total of four (4) null hypotheses were formulated and tested using the Pearson product moment correlation and the independent t-test tools at 0.05 level of significance.At the end of the data analysis, results obtained include the following ... Continue reading---
