Impact of Collaborative Learning-Free-Samples-Myassignmenthelp

Question: Discuss about the Influence of collaborative learning in terms of academic achievement for year 9 students at Willow Park Secondary. Answer: Introduction Education is considered as the passage of knowledge from the individuals with the knowhow to the individuals with an intention to be enlightened and this could be achieved through collaborative learning. Moreover, in collaborative learning, the students work together in small groups to perform a structured tasks and it remains as something more than just working in a group because group alone does not guarantee cooperative learning. However, there are many cases that only some members of the group perform all of the work and it cannot be ascertained that all members are actually learning. Likewise, there are several views and arguments put forward by the scholars in this particular context and hardly a research has found out the actual process of collaborative learning and its impact on 9-year students in terms of their academic achievement. The purpose of the research is to investigate the impact of collaborative learning on young students in terms of their academic achievement. In order to analyse the impact, the proposed study first includes a critical analysis including the ideas, opinions, findings provided in the existing research papers. Likewise, the study could find finds out the gaps in the previous studies. In order to gain desired outcome, the proposed study uses some particular research methods. The proposed study includes secondary analysis, as the research needs a broad analysis; thereby, with the help of a large set of journals and articles a thematic analysis has been conducted. Background Analysis According to Hallinger and Heck (2011) collaborative learning can be defined as the situation in which there is a positive freedom among students goal attainment; thereby, the students perceive that they could only reach their learning objectives if all members of the group accomplish the learning objectives also. In this context, collaborative learning remains as an instructional methodology, which could split the class members into small groups to learn the assigned materials and ensure all individuals of the team perform the task and gain knowledge. As put forward by Blasco-Arcas et al., (2013), collaborative learning activities could help the students to enhance problem solving and teamwork skills. Nonetheless, the teachers should be prepared to have some discussion and movement in the classroom for those activities. Research on collaborative learning remained scarce before 1990 but since this date, the amount as well as the quality of research on collaborative learning largely a ccelerated given its large appraisal as well as positive effect on education. Several studies have emphasized on the positive effects that collaborative learning does have no academic achievement. Certainly, collaborative learning has become a largely used instructional technique in educational contexts that it remains difficult to seek instructional materials that generally do not refer to this methodology. In addition, as of 2015, more than 1400 studies had been performed on collaborative learning and a significant amount of those studies stressed the impact of collaborative learning on the accomplishment in comparison to more conventional studies or competitive instructional techniques. Despite the fact that there have been vast amount of studies conducted on the positive impact of collaborative learning intervention, there have been researches conducted by Durlak et al., (2011), that have lessened the positive appraisal of collaborative intervention, providing argument that 9 years students often sit in small groups but they are already assigned to the real collaborative tasks. Furthermore, it has also been identified that individual studies on collaborative learning have delivered relevant and contradictory information to some extent regarding its effectiveness. Consequently, it is essential to understand an issue by investigating as well as comparing the data from different sources in the same domain. Statement of the problem The decision to reach on collaborative learning generally based on the reality that most of the school students until now embrace the conventional learning strategy. In this context, Capdeferro Romero (2012) commented that students performance improves when the collaborative learning strategies are implemented. It ensures that teacher-centred classroom does not appropriately equip the students with adequate amount of resource to widen their range of understanding. In addition to this, the collaborative learning has been there to enhance the students with the capability of gaining intensive understanding of the subjects. The benefits of collaborative learning also include an increased cooperation as well as more well-developed social skills, retention and motivational knowledge. The study on the influence of collaborative learning in terms of the academic achievement of the young students remains as the worthy topic to investigate. Background to the research indicates that a cooperat ive learning has started to demonstrate potential advantages in the education. The investigation on such learning practice could help to enhance learning as well as academic achievement of the pupils. In addition to this, the empirical evidences for support of collaborative learning strategy in the field of education at intermediate range are unknown. The proposed study could help to learn the impact of such learning practice even at the intermediate scale. Literature Review Introduction Literature review and meta-analysis conducted on the collaborative learning delivers relevant information regarding the effectiveness of several collaborative learning methods. A study conducted by Sung and Hwang (2013) the influence of collaborative learning on the academic achievement of the students with learning disabilities provided different outcome in terms of importance, while another study conducted by Stump et al., (2011), was on the influence of collaborative learning on the academic achievement compared to competitive as well as individualistic techniques. Likewise, there are other studies on the same contexts provided other opinions. In order to conduct a critical analysis, almost 15 journal articles have been selected and 5 journals have been rejected due to the lack of validity and reliability. Collaborative learning- As put forward by Zhu (2012), the collaborative learning is a method in which small groups, with each learners of diverse of capability, utilizes a range of educational activities to improve their comprehension of a particular topic. It has been identified that collaborative learning remains as one of the most remarkable as well as productive areas of thesis and practice in learning. It signifies students functioning together to achieve the objectives as well as instructional events that organize students collaborative effort. Kirschner, Paas and Kirschner (2011) mentioned that collaborative education remains as the learner-centred education as well as it has been executed broadly in English Teaching Language. In this context, Rocconi (2011) mentioned that collaborative learning in the recent time has been a common approach to the language teaching in the world. On the other side, Kaldi, Filippatou and Govaris (2011) mentioned that collaborative learning could be an action of more th an just asking students to sit and work together and this study identified some elements that mediate the effectiveness of collaborative learning. The elements are such as the positive interdependence that permits students to consider that they are related to each other in a such a manner that an individual could succeed until and unless every individual succeeds. Another significant element is individual accountability, which provides each individual of the team a sense of personal responsibility towards the achievement. Hence, Blatchford, Bassett and Brown (2011) insisted on the element primitive interaction which occurs when the pupils facilitate each others effort to learn through the exchanging resource. Traditional learning and collaborative learning The fundamental of collaborative learning is interdependence. Dudley (2013) performed a comparison on pupils academic performance in collaborative learning and conventional learning with the help of Taguchi Quality Indexes. The scholars divided the students into two classes and each class consists of 21 students. The study showed the results that the first group worked together on resolving the tasks allocated to them but the second group worked individually. Using a T-test, the author found that the young students who work collaborative learning group had observed higher marks in comparison with the students who worked alone. In this context, Strijbos (2011) mentioned that collaboration sustains communication and the individuals within the team support each other and praise one anothers effort to learn together and teach others who have difficulties in learning. Conversely, conventional centred learning supports the independent learning and both the systems carry negative and positi ve side. According to Topping et al., (2011), collaborative learning support teamwork, as it develops an environment in which the students do not wholly rely on the faculties to provide feedback and support and moreover, the learners gain the ability to address their own strength as well as weakness about their own learning practice. Zhu (2012) mentioned that the negative side of collaborative learning is that it needs more time as well as learners cooperation to succeed. This is because it is established on students involvement in material by their own. Impact of Collaborative learning on Students Positive Effect Durlak et al., (2011) mentioned that during a collaborative learning session, the young students have the platform to learn and work together. Hence, they not only work on academic but they also put effort in social skills. The students should adapt to the learning style, abilities and behaviours of others. These are the skills as well as the adjustment that could carry over throughout their life. Moreover, with the help of enhanced social skills, the students could enhance their relationship with others in the institution where they learn (Hallinger Heck, 2011). These teaching practices could influence students interest. With the ability to successfully implement, collaborative learning into the lesson programs could allow the child to be more engaged as well as involved in the learning process rather than being just passive learners. Here, the students cold learn about their strengths and weaknesses since they work through and complete a task in a small group. When such group insp ired the learning growth, the children could find or achieve more objectives related to their learning staying in the classroom only. In addition to this, as the children in class watch and learn from their peers, they could find new ways to deal with their problems. In this context, Sung, and Hwang (2013) commented that persistent growth in this practice could only improve the individual learning process. Negative Effect If institution wants to incorporate collaborative learning into the classroom, it could take some pre-made strategies and appropriate planning. It is not just possible to place the students into the group randomly. However, here the authorities need to allow their students to choose their own groups but the authorities need to make sure that students are not sitting on the sidelines and they are not chosen by their peers (Durlak et al., 2011). If the students are forced into a group where they are unwanted, they could lose interest in the lesson before the process starts. Zhu (2012) mentioned that if the groups are selected by the faculties, it is essential to monitor that groups are working effectively Research Questions Purpose Statement The major purpose of the study is to examine the influence of collaborative learning in terms of academic achievement of the young students. The proposed study on collaborative learning is the first kind of study will be performed on children of teaching institutes where conventional teaching is widely used. The previous studies have only been conducted on middle and high school and the adults studying in the university, but not children of 9 years studying in elementary or kindergarten and nursery schools. Only few studies have been conducted on pupils to learn the impact of collaborative learning in the academic achievement. Therefore, while focussing on this context, the proposed study also identifies the gap between the collaborative learning and traditional learning practice. Research Questions What is the impact of collaborative learning practice on pupils in terms of their academic achievement? What is the gap between the collaborative and traditional learning practice? How can collaborative learning be incorporated with the traditional learning practice? Methodology Introduction The research methods are broad term, while the techniques of data collection and data analysis present the base of research methods, it is essential to identify the series of additional aspects within the scope of the study. The proposed study will include a thematic analysis, which would be done by collecting data from a set of journals. In addition to this, the proposed study includes an interepretivism research philosophy, descriptive research design and secondary data collection methods. Each of these techniques has widely been discussed in the following with appropriate justification. Research Philosophy Research Philosophy is related to the clarification of assumption regarding the type and the source of knowledge. All studies are performed on the basis of the assumption regarding the world as well as the process of understanding the world. There are four different types of research philosophies such as positivism, interepretivism, realism and pragmatism (Miller et al., 2012). The positivism research philosophy relies on the quantifiable observation that eventually ends up involving the statistical analysis; it mainly considers the facts and the quantitative data, while intepretivism philosophy helps to form the judge the findings with the acquired knowledge and the external support. However, in the proposed study, an intepretivism research philosophy will be used. Justification of selecting interpretvism research philosophy The interepretivism research philosophy will be used in the proposed study because the data related to the collaborative learning, which will be collected from the secondary sources, can be interpreted with own knowledge and observation. The data findings can be analysed considering the biblical text as well as wisdom literature that have relevance to the research context. In addition to this, the interepretivism studies generally focus on meaning as well as could include several methods to reflect different elements of the issues. Research Design The research design is usually divided into two aspects such as exploratory and descriptive. According to Anderson and Shattuck (2012), exploratory design based on its name focuses on exploring some particular aspects of the research but usually, it does not deliver any conclusive response. The descriptive research designs are used to define different elements of the phenomenon and it mainly helps to describe the characteristics of sample population. However, in the proposed study, the descriptive research design will be selected. Justification f selecting the descriptive research design This research design helps to analyse the non-quantified issues such as in the proposed study, the impact of collaborative learning practice cannot be quantified with the existing theories and knowledge. In addition to this, this research method would help to identify the phenomenon related to collaborative learning practice in wholly natural surroundings. Data Collection methods There are two different types of data collection methods such as primary and secondary data collection methods. The primary data collection method is usually divided into two categories quantitative as well as qualitative and these methods are applied conducting survey and interview. However, in the proposed study, the secondary data collection method will be applied. As put forward by Maxwell (2012) the secondary data is a kind of data that has already been published in books, journals, magazines and other online portals. The secondary data will be collected from the reliable and validated source. Reliability and Validity The proposed study is associated with the high level of reliability and the other scholars in future will be able to generate the same outcome if they use same methods such as secondary data collection process under the condition of investigating the impact of collaborative learning on young students. The proposed study has the validity because proper time scale will be selected and appropriate research techniques will be applied to the research. Research Limitation The proposed study is limited to secondary analysis only, because the primary analysis will not be conducted in the research. Moreover, the study also lacks a comparative analysis in terms of the techniques of collaborative learning. Conclusion It can be mentioned that the proposed study would provide desired outcome because all relevant and appropriate methods will be applied to the study. The literature review indicates that differences in the collaborative learning process exists that those are only in terms of the techniques. The previous studies also imply that there are many institutions where collaborative learning methods remain as the secondary choice. However, actual scenario will be revealed once the data is gather and the findings are compared to the previous studies in the proposed study. References Anderson, T., Shattuck, J. (2012). Design-based research: A decade of progress in education research?.Educational researcher,41(1), 16-25. Blasco-Arcas, L., Buil, I., Hernndez-Ortega, B., Sese, F. J. (2013). Using clickers in class. 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