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The Relationship Between Collaborative Learning Method And Academic Performance Of Secondary School Students
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Counselling
is very essential in any school system. It is an instrument that is
applied for direction of those who do not know the way to follow and for
correction of wrong direction taken by anyone (Covey, 1990). According
to Amobi (2003), the use of counselling or the activity of the
counsellor is needed in helping the students to carry out appropriate
cooperative learning in the classroom. For instance Amobi is of the
opinion that the counsellor must help the teachers to realize and
appreciate the important role they have to play in adequately motivating
their students to learn, using the collaborative learning method.
Therefore, the teachers should be encouraged by the school counsellor to
adopt the following strategies in motivating their students to learn
cooperatively:
· Be a competent model who is motivated to
learn. This is because, the attitudes the teachers convey about learning
effort and achievement are important factors in determining whether
students will develop positive attitudes towards the same issues.
· Create an atmosphere of challenge and high expectations to learn. Every student should be challenged to do their best.
· Communicate the expectations that the students will achieve and provide the necessary academic and emotional support.
·
Work with students to help them set goals, plan and monitor their
progress and to select learning tasks that can stimulate interest and
curiosity in the cooperative learning and so on.
1.2 Statement of Problem
The
problem inherent in collaborative learning method and academic
achievement of students cannot be overemphasized. This is because, in
some cases, collaborative method of teaching and learning are not
effective method of teaching and learning processes. For instance,
students who are gifted and well comfortable with individualistic
learning process, may not be well disposed when they are grouped
together with some other students in the classroom. Also, some students
are shy, moody, and introverts, therefore, they do not like to be
exposed to the social activities in the school. If these students who
are very inhibitive and public-phobia are exposed in group studies, they
may not be able to study well. Rather than studying well in a group of
peers, they may tend to be towered. Most of them who cannot talk or join
discussions in the classroom would be hindered being good and effective
learners.
Not only that, group learning has its own negative
effects. The following negative effects of collaborative learning method
are identified by Uzor (2004): Laziness (students may become lazy and
leave the activity to only one person to carry on); social loafers (some
group members may decide to while away their times while intensive work
is going on and in that case, may not learn anything); one-sided
leadership (the group-leader may be the only one who leads the group
while others may not understand or know how to lead). Other problems
are: members may not communicate and interact with one another; there
may arise in-fighting and bad blood within the group and this may lead
to incompetence and lack of mastery of subject-matter by some members of
the group and so on.
The above problems gave rise to the examination
of the relationship between collaborative learning method and academic
performance of students in schools.
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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---
