ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
CORRELATES
OF GROUP WORK AND SENIOR SECONDARY SCHOOL STUDENTS PERFORMANCE IN EDUCATION
CHAPTER ONE
INTRODUCTION
Background
to the Study
Teaching and
learning at the secondary school is fast changing; group work has become an
important focus in this time of pedagogical change (Burke, 2011). Group work is
one strategy for group instruction which is under the learner-centered
approach. It is a pedagogical approach that promotes students to students’
interaction through working in small groups to maximize their learning and
reach their shared goals (Adekola, 2014).
Group
learning is an instructional program in which students work in small groups to
help one another master academic content. Learners in this classroom structure
perceive that they are working together with other students to gain rewards. In
this environment, a student's success depends on the comparable success of
other students (Chukwuyenum, Nwankwo and Toochi, 2014).
An important
goal of using group work is to encourage and enable other students to succeed.
Effective cooperative learning has two major components: Positive
interdependence and Individual responsibility. That is, the members of the
group must depend on one another to the extent that each member has
responsibilities, each wants the others to succeed, and no one feels that his
own success or failure will hurt the others in the group (Johnson and Johnson,
2002).
To enhance
students’ achievement, group members must promote each other’s learning and
success face-to-face; hold each other personally and individually accountable
to do a fair share of the work, use the interpersonal and small group skills
needed for collaborative efforts to be successful and process as a group how
effectively members are working together (Adekola, 2014).
In education
today, there are interesting goup learning strategies that will enable students
to have active control over their own learning and will also enhance academic
achievement (Onabanjo, 2000). According to Wichadee (2007) group learning can
be structured in many different models; some of the general ones are Students’
Team Achievement Division (STAD), Teams-Games Tournament (TGT) and Jigsaw I and
II.
Teachers can
use any of this approach to stimulate students to acquire the knowledge as well
as create interpersonal and team skills. Traditionally, classes always consist
of good students (high achievers) and weak students (low achievers). The weak
students sit in isolation as they gradually lose confidence in their ability to
learn. Working in groups, therefore, is believed to help solve this problem as
group members can complement each other’s strengths and weaknesses. Students
who do not like to speak in a large class are more comfortable speaking out in
smaller groups (Adekola, 2014).
While the
term encompasses a broad array of practices, group learning, or small group
work, remains an important element of active learning theory and practice
(Burke, 2011).
1.2 Statement of the Problem
It is
evident that failure in secondary schools is as a result of the lack of
interest on both the teachers and the students as the teachers resort to the
use of the traditional methods which is not enhancing assimilation of subjects’
content while the student’s motivational level is drastically reduced leading
to failure. This negative attitude could be reduced if students work together
and learn from one another (Chukwuyenum, Nwachukwu and Toochi, 2014).
Moreover, it
has been observed that senior secondary school students in Nigerian generally
and Lagos state in particular are recording poor academic performance from both
internal and external examinations. This may not be unconnected with the way
and manner they are being taught. In recent years however, evidence abounds
showing that group learning strategy tends to give students better ways of
understanding concepts and improve academic performance (Ibrahim, 2003). It is
believed by many that when students work in group they tend to understand each
other better than when a teacher teaches them.
Research
works in Nigeria also indicated that very little research efforts had been
directed at group learning. Besides, group work approach has been highly
recommended for teaching at all levels, as stated by the Federal Government of
Nigeria (2004) in the National Policy on Education. This, therefore, tends to
suggest that most teachers are not sensitized on the advantages of the use of
group work, it is believed that the manner in which most schooling occurs may
not be teaching students to become aware of their own learning, to think
critically and to derive their own pattern of thought and meaning from content
presented through the teachers. It was in attempt to bridge this gap on the
knowledge of the effects of group work on students’ academic performance in
senior secondary school that this study is being carried out.
1.3 Purpose of the Study
The study
will be conducted with the following objectives: To;
a.examine
the relationship between group work and students’ academic performance in
senior secondary school.
b.find out
the effect of cooperative learning on student academic achievement.
c.investigate
the influence of teamwork on enhancing students confidence
d.find out
if collaborative learning is related to classroom success.
1.4 Research Questions
The undertaking
of this research project will beam a searchlight on the following research
questions;
1.What is
the relationship between group work and students’ academic performance in
senior secondary school?
2.What is
the effect of cooperative learning on student academic achievement?
3.To what
extent does teamwork enhance students’ confidence?
4.How is
collaborative learning related to classroom success?
1.5 Research Hypotheses
The
researcher intends to test the following hypotheses in the course of the study:
Hypothesis
one:
H0: There is no significant relationship
between group work and students’
academic performance in senior secondary school.
Hypothesis
Two:
H0: Cooperative learning is not related to
student academic achievement.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment