Effectiveness of Collaborative Learning in Enhancing Academic Achievement in relation to Understanding, Application and Reflection Ability in Sociology of Education at Postgraduate Level

 

 

  Pratima Pallai 1 , Yeasmin Sultana  2

  Bhushita Patowari 3

 

Abstract

The purpose of this Action Research study is to determine  the effectiveness of collaborative learning  as compared to conventional lecture approach on students overall performance with special reference to understanding, application and reflection ability among MA Education II semester students  when dealing with a core-paper namely  sociology of education. Most of the teachers depend mainly on the “conventional lecture approach” when teaching the basic concepts which results in lack of development of understanding, application and reflective ability of the students. The term “collaborative learning” refers to an instruction method in which students at various performance levels work together in small groups towards a common goal. The students are responsible for one another’s learning as well as their own. Thus, the success of one student helps other students to be successful. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).The purpose of the study was also to measure the attitude of MA education 2nd semester students towards collaborative learning approach.

This study uses quasi-experimental design with two groups i.e. control group and experimental group. The researchers follow the random sampling method in order to select the sample of both the groups. This study begins with a pre-test followed by a post-test after the intervention. During intervention period experimental group is given separate treatment. The Control group students are taught through conventional lecture approach and experimental group students are taught through collaborative learning approach. The period of intervention lasts for two months. After the intervention, overall performance of the students is measured through Achievement Test. And it is found that the collaborative learning is more effective than conventional learning method in enhancing the overall as well as component wise academic achievement of MA Education II semester students. Furthermore, students show a highly positive attitude towards collaborative learning approach. Therefore, collaborative learning approach is more effective approach than conventional lecture method for teaching sociology of Education paper at Postgraduate level.

 

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  1. Dr. Pratima Pallai is an Assistant Professor in the Department of Education, Tezpur University
  2. Dr. Yeasmin Sultana is an Assistant Professor in the Department of Education, Tezpur University
  3. Dr. Bhushita Patowari is a Research Associate in TLC, Tezpur University