Volume 8 Issue 4 (2019)

Effect of Group Learning with Primary Education Students

pp. 233-247  |  Published Online: December 2019  |  DOI: 10.22521/edupij.2019.84.3

Eliza Avdiu

Abstract

The purpose of this research is to examine group learning and its impact on achieving knowledge for primary school students. In this quasi-experimental study, data were collected from 221 students, with 111 students in an experimental group (who were influenced to learn through cooperative learning strategies) and 110 students in a control group (who learned under normal conditions). The total number of teachers was 50 from both groups. SPSS statistical package was used in this research with the following parameters: median, standard deviation, t-test, and correlation. Students achievement tests were conducted in both groups both prior to and following the experimental process in order to see the effects on students’ achievements. The results of the analysis have shown that cooperative learning strategies have a significant effect on student achievement in learning. This has been proven through differences seen in the final success of students in the control and experimental groups, which showed significant statistical value in favor of the experimental group. This research also provides information on the effects of the implementation of group work in teaching, which resulted in higher student achievement based on engagement, and the educational and professional background of teachers as a potential factor in attracting students to active cooperative learning. Based on these results, implications point to the insufficient dedication of teachers during the group learning process.

Keywords: Collaboration, group learning strategies, students, teachers.

References

Asha, I. (2016). The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement. Journal of Education & Practice, 7(10), 60-67.

Baines, E., Blatchford, P., & Chowne, A. (2007). Improving the effectiveness of collaborative group work in primary schools: effects on science attainment. British Educational Research Journal, 33(5), 663-680.

BEP. (2012). Zhvillimi I shkathtësive të shekullit 21 në lendën e Shkencës. Kosovë: MASHT, USAID

Chatila, H., & Husseiny, F. (2017). Effect of cooperative learning strategy on students’ acquisition and practice of scientific skills in Biology. Journal of Education in Science, Environment and Health (JESEH), 3(1), 88-99.

Downing, S, D. (2011), Strategies to use in Cooperative Learning Groups, Empowering Students to Get On Course. (pp. 1-8). Retrieved from: http://ycinstitutes.wikispaces.com/file/view/Strategies.pdf

Education Broadcasting Corporation. (2004). How do cooperative and collaborative learning differ from the traditional approach? Collaborative learning, Thirteen Ed, Educational Broadcasting Corporation. Retrieved from: http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub1.html

EU-SWAP. (2009). Për arsimin mbështetje nё implementimin e qasjes tërë sektoriale në arsim në Kosovë, asistenca teknike e bashkimit evropian pёr Kosovёn. Edicioni I, Raport fillestar.

Gerlach, K. (2002). Teamwork: Key to Success for Teachers and Paraeducators. The College of Education & Human Development, University of Minnesota. Retrieved from: http://www.ici.umn.edu/products/impact/152/over6.html

Gillies, R. M., & Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. In A. F. Ashman & R. M. Gillies (Eds.), Co-operative Learning, The social and intellectual outcomes of learning in groups (pp. 1-18). London, United Kingdom: Routledge Falmer.

Glassman, U. (2009). Group Work: A Humanistic and Skills Building Approach. Newbury Park, CA: Sage.

KEC. (2010). Mendimi Kritik gjatë Leximit dhe Shkrimit. Retrieved from http://www.kec-ks.org

Kibirige, I., & Lehong, M. J. (2016). The Effect of Cooperative Learning on Grade 12 Learners’ Performance in Projectile Motions, South Africa. Eurasia Journal of Mathematics, Science and Technology, 12(9),2543-2556.

Lara, S., & Repáraz, C. (2005). Effectiveness of cooperative learning fostered by working with Web Quest. Pamplona, Spain: University of Navarra. Retrieved from http://www.investigacion-psicopedagogica.org/revista/articulos/13/english/Art_13_215.pdf

Marzano, R. (2006). Nastavne strategije. Zagreb, Croatia: Educa.

Musai, B. (2003). Metodologjia e mёsimdhёnies. Tirana, Albania: PEGI.

Muzhiç, V. (2004). Uvod u metodologiju istrayivanja u odagoja i obrayovanja. Zagreb, Croatia: Educa.

Nuredini, V. (2012). Teoria e mësimit me nxënësin- studentin në qendër [add English translation here]. Prishtinë, Kosovo: FSDEK.

Silver, H. F., Strong, R. W., & Perini, M. (2007). The Strategic Teacher, Selecting the Right Research-based Strategy for Every Lesson. Alexandria, VA: ASCD.

Westergaard, J. (2009). Effective Group Work with Young People. Maidenhead, Berkshire, United Kingdom: McGraw-Hill.

Woolfolk, A. (2011). Psikologji Edukimi. Tiranë, Albania: CDE.

Announcement

COPE Membership

Cope logo. 

Educational Process: International Journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE).