22
COLLABORATIVE LEARNING IN THE TEACHING OF UNDERGRADUATE RESEARCH METHODS COURSE Wilma S. Reyes, Ph. D. Portia Roxas- Soriano, M. Hist Philippine Normal University Philippines
COLLABORATIVE LEARNING IN THE TEACHING OF UNDERGRADUATE RESEARCH
METHODS COURSE
Wilma S. Reyes, Ph. D. Portia Roxas- Soriano, M. Hist
Philippine Normal University
Philippines
BACKGROUND OF THE STUDY
1. Research as a Course 2. Research as an Intellectual Activity 3. Role of Research in the 21st Century
4. Benefits of Using Collaborative Learning as a
Pedagogical Strategy
• Benefits of Collaboration in Research
• Collaboration as critical success factor in academic achievement
• Collaborative learning ( CL) strategies as beneficial to learning
• Factors contributing to achievement effects of CL
• Studies Success Stories of CL
CONCEPTUAL FRAMEWORK
Meta-Cognitive
Strategies
Collaborative
Learning
Co-Regulation
Strategies
Research
Methods
Course
Students’
Learning
Critical Success Factors
Knowledge/
Attitude/Skills
Figure 1. Conceptual Framework
RESEARCH QUESTIONS • What are the critical success factors of collaborative
learning in teaching and learning research that emerged from the study?
• How does collaborative learning facilitate the teaching and
learning of research course? What collaborative learning strategies (meta-cognitive strategies and co-regulation strategies) students use in learning research the easy way?
• What knowledge, attitudes and skills were acquired by the
students in the process of doing research using collaborative learning strategies in the classroom?
METHODOLOGY
– Research Design
Qualitative
– Participants
A case of undergraduate class of Psychology majors with 35 students taking up a Research Methods course
– Data Collection Procedure
Process-oriented Approach
– Data Analysis
Categorization to code the data gathered from class interactions, focus groups, reflection papers and research diaries
RESULTS AND FINDINGS
Critical Success Factors
Standards of Evaluation Reinforcements Nature of interaction (interdependent,
high-level)
Collaborative evaluation ( students
evaluate their peers)
Group symmetry ( action, goal,
responsibility)
Process evaluation for each activity
Group performance in terms of level
of participation, quality and timeliness
of submitted outputs
Well-defined class structure (goals and
expectations, purpose of collaborative
learning, group responsibilities,
processes, and assessment).
Teacher factor ( preparation, subject
mastery, classroom management,
consistency, personal factors)
Student involvement and participation
in planning and assessment.
1. Class Structure –Based Factors
Critical Success Factors
2. Intrinsic Factors Characteristic of Self- Regulated Learning
Self- Performance Observation Self-Performance Evaluation Self- Reaction
Practiced patience Taming my stomach though I always get hungry Had some difficulty in getting the gist of every thesis Difficult to find resources and construct bibliography Read and read all over again until you understand the real problem presented Feared rejection Feeling nervous Feeling competitive Cannot defend our topic due to lack of knowledge on our proposed topic
Learned the virtue of honesty and patience Learned how to use the library resources more effectively Became familiar with the world of research in the actual sense Became a very keen observer Became an expert in finding books Broadened my knowledge and corrected my previous conceptions on doing literature review, finding sources, synthesizing. Became more hardworking because I don’t want our group to fail Became resourceful
Rewarded myself for a job well-done Felt good about myself because I was able to contribute to our group Tamed my stomach Reminded myself not to be lazy Told myself to have patience and passion for searching data
Collaboration Characteristics Evident in the Study
1. Individual and Group Accountability
Figure 2 . Individual Grade based on Individual Performance
Figure 3 . Individual Grade based on Individual Performance
Collaboration Characteristics Evident in the Study
2. Interpersonal and Small Group Skills
Skill f rank
Analytical skills
Stating our disagreement with an idea in a polite way
Simplifying the meaning of a word
Convincing our group mates that we can finish the
task
Listening intently to what others are explaining
Understanding clearly or decoding the ideas shared
by our members
Asking questions to clarify opinions raised by other
members
Communicating our ideas clearly
Reminding others to participate and listen
5
3
3
6
5
5
6
5
2
4.5
7.5
7.5
1.5
4.5
4.5
1.5
4.5
9.0
Collaboration Characteristics Evident in the Study
3. Promotive Interaction
1
• The professor’s role as a facilitator slowly diminished in time as groups gained confidence on the procedures and grew in responsibility
2
• The context of interaction became richer as tasks became more challenging
3
• Group members began to create their group identity and hold themselves responsible for one another’s learning journey
Fig 4. Changes Noted on the Quality of Interaction Among Groups
Collaboration Characteristics Evident in the Study
Themes f rank
Lack of Skills( library search, writing the gist of an
article read, abstracting ideas, communicating my ideas
clearly, not so good with computers)
Importance of Positive Attitude ( staying focused,
managing time, prioritizing tasks, being patient and
honest, being careful in doing the task so as not to
commit mistakes, trusting your groupmates, being a
dependable member)
6
5
1
2
Table 4. Themes that Emerged from the Process Evaluation of Collaborative Learning at the
End of the First Semester
Collaboration Characteristics Evident in the Study
Themes f rank
Lack of Skills( library search, writing the gist of an article read,
abstracting ideas, communicating my ideas clearly, not so good with
computers)
Importance of Positive Attitude ( staying focused, managing time,
prioritizing tasks, being patient and honest, being careful in doing the
task so as not to commit mistakes, trusting your group mates, being a
dependable member)
Satisfaction gained ( being able to finish the their proposal, successfully
defending their proposal, getting a high grade, efforts paid off)
Influence of the group( thankful for their group, found a support group
as well, )
Lessons learned ( became patient, learned to manage my time well,
learned to accept criticisms, improved my writing skills, learned the
value of cooperation
2
5
6
4
6
5
3
1.5
4
1.5
Table 5. Themes that Emerged from the Process Evaluation of Collaborative Learning
at the End of Second the Semester
Collaboration Characteristics Evident in the Study
4. Group Processing
1
• Simultaneous
2
• Efficient
3
• Effective
Collaboration Characteristics Evident in the Study
5. Positive Interdependence
Criteria All the members :
Respondents’ Assessment
1. participated in the conduct of research 2. articulated their insights on how to go about the research process/ investigation 3. presented their research ideas 4. demonstrated clear and accurate understanding of the scope of the research problem and the issues involved 5. had equal share of responsibilities in the group 6. presented their individual perspectives first on the issue before coming with a consensus 7. offered their analyses on the data gathered 8. contributed in the whole research process 9. showed individual and group accountability 10. cooperated and gave their full support until the completion of the project Total
Weighted
Mean
Descriptive Meaning
4.53 4.43
4.43 4.30
4.27 4.17
3.90 4.40 4.40 4.30
4.31
Exceptional
Superior
Superior Superior
Superior Superior
Superior Superior Superior Superior
Superior
Table 6. Students’ Assessment on the Class’ Level of Achievement
in Collaborative Learning
Knowledge, Skills and Attitudes Learned Knowledge Skills Attitudes
conducting research doing library research organizing related
literature summarizing an article broader understanding of
research constructing bibliography data gathering
listening and speaking skills handling difficulties improved writing skills thinking skills leadership skills critical thinking skills interpersonal skills cooperation skills being aware of my own
doing or contribution in the group ( metacognitive)
adjusting to the needs and pacing of the group(self-regulation)
maintaining patience during tough times
managing time effectively perseverance even when
doing research was very difficult
determination to complete our task
being concerned for the group’s performance
being open-minded to criticisms and opinions of others
being more out-spoken to share my views and ideas
trying to be positive in everything
learning to trust others learned to be more
cooperative shared responsibilities gaining and valuing friends stating your opposition to
an opinion raised in a polite manner
being more accepting of others’ weaknesses
being helpful acknowledging help from
others valuing others’
contributions punctuality honest justice/ fairness
• Self-regulation and co-regulation emerged as the critical success factors of the study. The collaborative set-up emphasized individual and group accountability enabled the students to be more focused to effectively contribute to the collective performance of their group.
• The role of the teacher is crucial to optimizing collaborative learning. The consistent implementation and observance of ground rules and collaboration mechanisms, the regular feedback and monitoring system made students aware of their own and their group’s performance and how well they were meeting their targets.
• Students became more self-directed and purposive in learning as the lessons and the required outputs progressed in complexity. Given the urgency of the situation and the drive to achieve, students have attained a significant level of awareness and control of their own learning behavior, characteristic of metacognition.
• Collaborative learning was instrumental in unpacking a wealth of social skills, values and attitudes which is a proactive approach to developing well-mannered and highly-productive professionals.
• Among the specific skills that surfaced as students engaged in CL
include active listening, giving and accepting criticism, diplomacy in handling disagreements and providing support to members who do not easily catch up.
• As to values acquired, patience, determination, honesty, objectivity,
understanding, initiative, punctuality, consideration for others, gratitude, self-discipline, and self-courage were among that emerged.
• To facilitate easy adoption of this strategy, there is a need to develop a teaching guide or a course file customized to the use of CL in teaching research.
This material takes this study to the next level where new knowledge is translated to a ready-made teaching-learning package.
Dr. Wilma S. Reyes is currently the Vice President for Research , Planning and Quality Assurance of the Philippine Normal University. She obtained her doctorate degree on Curriculum Development at Flinders University in Australia. She is an author of books in Values Education. She has been invited as Resource Speaker in various seminars and trainings on Values Education. Her research interests are on curriculum and instruction.
Prof. Portia Roxas- Soriano is a research faculty at the Philippine Normal University. She obtained her masters degree in History at University of Santo Tomas. She has been involved in the preparation of K-12 materials as curriculum writer in Edukasyong Pagpapakatao with the Bureau of Elementary Education –Department of Education. Her research interests are on curriculum and instruction.
