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This paper will outline and summarise the key points and findings conducted on empirical
research, and pedagogical principles regarding collaborative learning and its effect on student
performance. The aim is to inform the reader on the current knowledge available on
collaborative learning, whether it is effective in its aims, the benefits as well as further
technologies that may need to be added for it to be used effectively in improving student
responsible for their learning, as well as the learning of their peers and work together to
achieve a common goal (Shibley Jr & Zimmaro, 2002; Cen, Ruta, Powell, Hirsch & Ng,
2016; Laal & Ghodsi, 2011; Saghafikia & Bahzadi, 2015). It has been shown to improve the
overall result of students (Saghafikia & Bahzadi, 2015; Huyn, Jacho-Chavez & Self (2015;
and self- regulation (Rogat & Linnenbrink-Garcia, 2011; Jarvela & Jarvenola, 2011; Blasco-
Arcas et al, 2013; Laal & Ghodsi, 2011; Karami, Pakmehr & Aghili, 2012) as well as the
engagement and support between groups (Shibley Jr & Zimmaro, 2002; Laal & Ghodsi;
Saghafikia & Bahzadi, 2015; Jarvela & Jarvenola, 2011, Rogat & Linnenbrink- Garcia,
2011). Collaborative learning has also been argued to be an effective teaching method to
as it allows for the student to have an active role in their learning (Saghafikia & Bahzadi,
2015). By students being an active agent in their learning, self-confidence, motivation,
participation and engagement improves (Saghafikia & Bahzadi, 2015). When collaborative
learning is used effectively, students become more satisfied, engaged and undertake higher-
order learning (Blasco-Arcas et al, 2011). As students are responsible for their learning, and
the learning of their peers, collaborative learning allows the success of one learner to help
other students be successful, thus improving the overall results of all students (Laal &
Ghodsi, 2012), including those students who are performing at a lower level (Huynh, Jacho-
Chavez & Self, DATE). Gillies has argued that when students collaborate, they not only
improve their performance, but students also maximise learning and engagement when
collaborative groups are structured (Gillies, 2015). When students results are improving and
their skills developing due to collaborative learning, critical thinking is also undertaken as a
Critical thinking is another benefit of collaborative learning. It can be argued that one
of the main goals of education aims to improve students thinking skills, and critical thinking
is a higher cognitive level in blooms taxonomy (Karami et al, 2012). When students
undertake active learning, higher cognitive levels are used to discuss and understand the task,
and how as a group it can be achieved (Shibley Jr & Zimmaro, 2011). When student begin
engaging in critical thinking, their confidence enhances and allows for them to participate in
discussions and give justifications for their responses (Blasco-Arcas et al, 2011). Self-
regulation also occurs as an effect of collaborative learning. When students are placed in
collaborative groups that require critical thinking, the regulation of motivation and
contribution result in improved performance (Jarvela & Jarvenoja, 2011). By having self-
collaborative learning, have shown to improve results due to the increased engagement (Grau
& Whitebread, 2012). It can be argued that collaborative learning can engage students in a
different way to that of a teacher, as students as they are regarded as equals and members of
their own community (Shibley Jr & Zimmaro, 2002). When students share their perspectives
during collaborative learning, they are able to understand the perspective or another person,
therefore becoming engaged in the conversation and topic (Jarvela & Jarneoja, 2011). It is
only when students actively collaborate in learning that a teacher can adapt content to
important for improved performance as students who have higher levels of involvement
allow them to prepare better for class and pay more attention (Blasco-Arcas, 2012). When
students become engage, support systems become available in understanding the content
(Rogat & Linnenbtink-Garcia, 2011). Collaborative learning also proved to create more
caring and supportive relationships amongst peers, as well as higher achievements and
greater productivity (Laal & Ghodsi, 2012) therefore creating a more inclusive environment.
Engagement was also seen to improve when ICT was involved (Grau & Whitebread,
computers and clickers (Blasco-Arcas et al, 2012), students and teachers are able to utilize
them as a learning tool (Cen et al, 2016). When technology is used in collaborative learning,
information can be quickly assessed, shared, and completed at a quicker pace, therefore
improving performance (Cen et al, 2016). Cen et al (2016) conducted a study using
collaborate in online tasks, allowing every participant to see others input, as each student had
different coloured font. Students were shown to be more motivated, engaged and results
therefore improved (Cen et al, 2016). When a student is familiar with ICT, students have
been shown to engage more in the task, as their visual and sensory learning style is being
Overall, the literature shows that collaborative learning can improve students results
when used a method of education. By students being an active agent in their learning,
students are more engaged and motivated to complete the tasks set before them. When
students complete tasks and are engaged, their results improved. Critical thinking can be one
outcome of collaborative learning which is an aim most teachers aim to achieve when
creating lessons, so by including collaborative learning to the classroom may achieve that.
Self-regulation can also occur when participating in collaborative learning as each student is
responsible for the learning of themselves and others. Self-regulation is also needed when
engagement and motivation are needed. As every student is responsible for the learning of
themselves and others, support between group members can occur, creating caring and
talking to peers they see as equals, as opposed to teachers. Collaborative learning has also
been seen as an effective tool when used with ICT as skilled users learn quicker, engage
2. I was more supported by all my peers in my group (of 4) when I was in a group
The work was split unfairly 1-2 members were given more work
The work was split unfairly 1-2 member were given less work
I was motivated and in control of my learning and my peers when I was working
with a group
I had a bit of control of my learning in the group, but was not always taking control
as other were
My confidence increased a bit (I was careful to choose what to share and answer)
My confidence did not increase at all (I shared very little of my ideas and answers)
Yes, the group was on task, motivated and had no issues that interfered with
Yes, but the group did have some issues and was not always motivated to finish the
task
No, we struggled completing the task, had several issues and/or did not complete the
task at all
Dear Potential Participant:
I am working on a project titled Research Presentation Expo for the class, Researching
Teaching and Learning 2, at Western Sydney University. As part of the project, I am
collecting information to help inform the design of a teacher research proposal.
The sub topic I am focussing on is improving student performance with the use of
collaborative learning. The purpose of this data collection protocol is to formulate strategies
and proposals that teachers can implement to their classes to produce improved learning
environments. This data collection will be conducted through a survey.
The data collection method chosen for this research sub-topic was chosen after consideration
of studies in which conducted similar inquiries regarding collaborative learning. The created
survey in question aims to gather students thoughts and attitudes regarding a collaborative
learning activity they would be participating in. This would allow for educators of the group
method of learning that would improve the performance of students in that classroom. The
questions created consider some aspects discussed and explained in the literature review to
(2016) and Rogat & Linnenbrink-Garcia (2011) argued that although collaborative learning
does improve results for all members, finding and identifying individual data and input can
be a problem, as collaborative work is a group effort. Their studies consisted of both a group
portion and an individual portion as to gain a better understanding collaborative learning has
on not only the group but the individuals as well. By shaping this survey to gather
information on the students attitudes towards the group and themselves allows for educators
to consider how effective this teaching technique is for improving performance in their
classroom.
The questions that were created were close ended, and gave time references for
certain words, as many people could argue that many might mean 2-4 things while others
may consider it 10+ as an example or as Farenga, Joyce and Ness (2010) argue, language is
abstract, and even language that seems precise can be difficult to delimit. The survey also
ensure that questions were straight forwards, and did not require immense thinking (Farenga
et al, 2010). The survey questions tried to capture both the students ideas on the task and
outcome as an individual, as well as the ideas and thoughts on the task as a member of a
group. As improved performance for this study is represented as improved results, this
criterion could be met when the results of the task were presented. As argued previously that
it would not depict individuals ideas or attitudes, the survey also included questions which
Having a survey for a group task also eliminates the fear of students being singled
out as they may in an interview or observation, as students would be unidentified and hence
protected. Surveys allow for atomicity, and can therefore provide more honest, truthful
responses. Farenga et al (2010) believe that by making the survey anonymous, there is more
Using empirical research and data as evidence, the above factors justify and explain
the reasons for electing a survey over other methods of data collection to gather information
Blasco-Arcas, L., Buil, I., Hernandez-Ortega, B. & Sese, F.J. (2012). Using Clickers in class.
Cen, L., Ruta, D., Powell, L., Hirsch, B. & Ng, J. (2016). Quantitative approach to
11(2), 187-225.
Farenga, A., Joyce, B.A. & Ness, D. (2010). Creating surveys to answer questions. Science
Grau, V. & Whitebread, D. (2012). Self and social regulation of learning during collaborative
activities in the classroom: The interplay of individual and group cognition. Learning
Huynh, K.P., Jocho-Chavez, D.T. & Self, J.K. (2015). The distributional efficacy of
374.
Laal, M. & Ghodsi, S.M. (2011). Benefits of collaborative learning. Social and Behavioral
Shibley Jr, I.A. & Zimmaro, D.M. (2002). The influence of collaborative learning on student