The Influence of Collaborative Learning on Students’ Performance

This paper explores the impact of collaborative learning on student performance and how it enhances the learning process. It discusses the benefits of group work, planning, ground rules for group work, and the teacher's role in classroom dialogue.

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 1
The Influence of Collaborative Learning on Students’ Performance
Student’s Name
Institutional Affiliation

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 2
The Influence of Collaborative Learning on the Students’ Performance
Introduction and Context
The level of sophistication in the modern society is continuously increasing as the world
pursues globalization goals. Such a bold assertion is grounded on the fact that broad range of
socialization, business, and learning opportunities are available to people from diverse
backgrounds. This kind of trend has compelled educators to recalibrate their roles in the
intellectual and social development of these individuals (Garrison 2011). For the sake of this
argument, the reader is urged to reflect on the role education plays in the future of learners
regardless of their career choices. It is through this stage that most people develop vital
knowledge and skills for survival. When viewed from this lens, the teacher’s role in the
classroom goes beyond subject proficiency. He or she must have a clear and practical grasp of
‘pedagogy’: this teaching concept mandates instructors to understand the knowledge acquisition
and application process of their students on an individual basis (Freeman, et al. 2014). This
implies that the teacher should focus on promoting his/her students’ learning process in the
socially diverse environment.
The preceding paragraph presents a challenge that remains unmet in most traditional
teaching environments since it demands a shift of focus from the teacher to the students. A
student-centered approach to instruction allows the practitioners to evaluate their learners’
thought-processes through engaging them in academic discourse. Such a framework transforms
the role of a teacher to that of a nurturer while the students become critical-thinkers (Zhao &
Kuh 2004). Fairly speaking, the described teaching approach contradicts the traditional
framework which depicts teachers as the only information source while learners assume the role
of information processors (memorizing and allocating classroom concepts during tests). Modern

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 3
teachers must understand that student-centered practice treats the classroom setting as a learning
community where each member is responsible for individual and group progress. In such a
scenario, all members become both learners and teachers at the same time. Note that the teacher
is also included in the learning process as he or she receives and reacts on student perspectives.
At this juncture, one can confidently assert that the modern education environment necessitates
collaborative learning.
The merits and demerits of a collaborative learning environment have been explored by
academicians and professionals from various institutional levels including primary, secondary,
and tertiary. There is a conventional agreement among most if not all of these investigators
regarding the transformative impact collaboration has on the learning process. According to
Hallinger and Heck (2010), this instructional approach improves how students acquire,
synthesize, and apply learned knowledge and skills. It also improves the teachers’ ability to
evaluate performance inasmuch as it complicates the grading system. In light with the presented
argument, this paper presents a reflective exploration of the concepts I have learned with respect
to the collaborative learning environment. Personally, I am inspired by a strong belief that
collaborative learning has positive influence on the students if applied effectively.
Rationale
Collaborative learning improves the experiences of both the teachers and the students.
This is often the case as all members participate in a social discourse geared towards personal
and interpersonal development. Considering the scope of this paper, emphasis will be placed on
the students’ need for this learning environment.
The Value of Group Work

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 4
A major goal of the collaborative learning concept is the utilization of groups to enhance
individual development. Working in groups exposes the students to a broad range of
opportunities and challenges that arise due to interpersonal differences. Before delving into the
benefits of group work, it appears wise to explore the conventional assumptions made by the
advocates of collaborative learning. First, they argue that the learning process is intrinsically
active and constructive. This implies that students are not mere information recipients. As a
matter of fact, they are expected to use the information to develop new ideas and skills. Such an
expectation calls for information synthesis, a critical-thinking process. Goddard, Goddard, Sook
Kim and Miller (2015) believe that the learning process should be geared towards the intellectual
construction of meaning from an acquired classroom concept. This implies that learners should
be allowed to refute and offer alternative explanations during lessons: note that their positions
should also be scrutinized by both the teacher and the fellow students. In this case, one cannot
deny the idea that the learning process is dynamic and constructive. Second, they claim that
learning is a social activity (Kuh 2009). Such a line-of-thought makes perfect sense especially
since a collaborative environment facilitates student discussions. Through sharing of ideas,
students gain in-depth understanding of individual strengths and weaknesses. The knowledge
garnered from such experiences enhances their ability to deal with people – a vital survival tool.
Lastly, they agree that learners are diverse. This sentiment is quite true as the classroom setting
includes students from diverse economic, social, political, academic, and geographic
backgrounds. These differences necessitate a collaborative approach since each student is highly
likely to possess a unique perspective with regards to a classroom concept. As a practitioner who
believes in the social nature of learning, I included it in my third Math lesson (Appendix C): I
engaged the students in story telling activities. Some of the stories we told included Monkey and

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Cat, Hundreds-Grandfather, Tons-Father, and One-Grandchild. Note that these fables are often
used in the classroom to enhance basic arithmetic and communication skills. I also benefited
from the group work since it was the first time I was applying the inter-disciplinary teaching
(combining Math and Literature in a single lesson).
The Benefits of Group Work
Enhancement of the Learning Process. As mentioned earlier, the collaborative learning
environment allows all students to participate in the process. Individuals often participate
through expressing their knowledge and ideas alongside those of other members. Note that each
member can openly question other viewpoints for the sake of clarity. It is a unique experience
that allows students to not only apply their prior knowledge but also develop interest in the
process (Prince 2004). From this lens, it is obvious that group works make learning interesting
and effective. The generation of multiple perspectives also allows a learner to develop in-depth
knowledge of a classroom concept. Most importantly, the process equips learners with vital
critical-thinking and problem-solving skills. Such benefits are often essential for survival in the
modern world. Personally, I have embedded group work at the core of my teaching strategy.
Such an inclination influenced my decision to group my students during Day 1 and Day 3 of my
Political Science lesson plans: the first day involved group discussions while the latter was a
debate. I noticed high enthusiasm in the second group activity; thus, I am in agreement with the
notion that group work makes learning interesting.
Development of Vital Individual Abilities. At this point, it serves to reflect on the prior
depiction of the learning environment as a social institution. This kind of perspective is quite
justified given the fact that the process involves human interactions. Such an environment is
quite necessary for the development of both basic and unique skills such as effective

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 6
communication, self-expression, decision-making, problem-solving, conflict resolution, time
management, specialization, and leadership among others. In my view, the skills gained from
collaborative learning surpass the knowledge obtained by far. Broadbent and Poon (2015)
support such a bold supposition by opining that organizational skills supersede academic
performance in the career world. Unfortunately, my novice status in the field of education has
limited my experience of this developmental process. None of the three Political Science lessons
I conducted had intense interpersonal interactions. This sentiment is based on two observations I
made during Day 1. First, I encountered groups where only one or two students were partaking in
the assignment. Second, I restricted my movement in the classroom. Perhaps, failure to move
around was the reason some students were inactive. Such an experience has enhanced my
understanding of the need for an encouraging atmosphere for group participation. For this
reason, I strongly believe that encouragement could positively influence on the outcomes of my
second Math Lesson (Appendix B). Note that the lesson includes a collaborative session where
the students play the Abacus game: poor cooperation in such an assignment can impede the
development of critical thinking skills.
Planning
Planning is a crucial phase in any practical environment. I agree with the golden adage
‘proper prior planning prevents poor performance’. This saying is useful for teachers intending to
facilitate collaborative learning in their strategies. It allows one to resolve potential learning
challenges proactively. It also gives the instructor an opportunity to capitalize on the positive
aspects of collaborative learning. As a rule, this stage focuses mainly on defining both the
students’ and the teachers’ roles in the environment. The challenge here is to set expectations for

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both while upholding their flexibility as both learners and teachers. This section details how
planning should be done prior to the implementation of collaborative learning.
Ground Rules for Group Work
As the title suggests, ground rules define how students must behave in the learning
environment. Normally, these norms are usually defined by the instructors for the learners to
follow. However, such a practice utterly disregards the democratic nature of collaborative
learning. A practitioner should allow his or her students to define their rules (Liao, Huang,
Cheng, & Huang 2015). The instructor should only guide them on the type of areas to cover.
Such an argument was presented by Sung, Chang, and Liu (2016) upon finding that students
were more likely to adhere to their own rules than those set by the institutional authority. Note
that the trend is highly attributed to their psychological development process. In the wake of such
a realization, one cannot help but affirm the idea that students should develop their own ground
rules. A democratic teacher might as well create contracts based on ground rules then allow
students to choose and agree to the most suitable one. This way, the instructor is assured that
order will be maintained during group activities.
As far as the meaning of order is concerned, emphasis is placed on democratic, mature,
and intellectual discourse. This implies that the rules should explore various areas including
member attentiveness, participation opportunities, discussion scope/quality, supporting
material/evidence, responsibilities, time management, conflict resolution, and confidentiality
among others (Capar & Tarim 2015). The goal of such a technique is to ensure full classroom
participation in high-quality intellectual discussions. When reflecting on this fact, I cannot help
but acknowledge my failure with respect to the three-day practical experience I had in my third
module. As mentioned, there was little student participation during the group activities

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(especially in Day 1). I believe that such was the case as the students had limited knowledge of
what was expected from them during the group activities. Below are some of the basic ground
rules in most group activities in the education setup:
 Pay attention
 No interruptions. Wait for your turn.
 Only critique ideas, not group members
 Support your ideas/opinions with relevant evidence
 Do not generalize opinions
 Maintain confidentiality
 Everyone must participate
Apparently, an application of the ground rules in collaborative learning resolves embedded group
challenges that often result in unproductivity.
A Teacher’s Role in Classroom Dialogue
By now, it is obvious that a collaborative learning approach facilitates the formation of a
learning community where members are engaged in intellectual discourse. Such a view is quite
vital since the roles of both the students and teachers are determined by the value they are adding
to the group at any moment. For instance, a student becomes the teacher – and vice-versa – when
he or she is expressing his/her position regarding a discussion topic (Othman & Musa 2014).
Note that each member has an equal opportunity to teach or get taught by the rest of the group. In
this sense, the only consistent role assumed by the teacher is that of a facilitator. As a facilitator,
the teacher holds a broad range of responsibilities. Such is often the case as he/she sets the
direction of the group activities and the learning process at large. Here are some of the basic
responsibilities of the teacher in collaborative classroom discussions:

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Establish Expectations for both Individuals and Groups. This role is quite challenging
especially since an instructor can unconsciously jeopardize the learning process by setting
expectations that are either too high or too low. For this reason, DeLoizer and Rhodes (2017)
propose a set of guidelines for teachers. First, the instructor should always lead by example. Note
that leading does not involve offering solutions during group activities. Tempelaar, Rienties, and
Giesbers (2015) believe that students’ creativity is usually minimal when the teacher has given
an answer to a problem. They fail to explore alternative solutions since they affirm the teachers’
knowledge and authority. Such a scenario should be avoided in the collaborative learning
environment as it seeks critical thinking, creativity, and decision-making. Second, the teacher
should ensure that all students are within his/her view when conducting their group activities.
This move acts as a reminder of the need to adhere to the ground rules. Most importantly, the
teacher must set a clear and thorough set of instructions with respect to the concepts discussed by
the students (Tempelaar, Rientes, & Giesbers 2015). This concept is deeply embedded in my
teaching strategy. At this point, the reader is urged to consider my Environmental Science
Lesson Plan ‘Sweet Home’ (Appendix D). Note that I have clearly defined the assignment’s aim
as well as how the student performance will be assessed. However, I have noted that my
assessment approach – in the same – is lacking. Such criticism inspired by the broad influence
collaborative learning has on students. Perhaps, I should assess other factors including
cooperativeness, individual contribution, and communication skills.
Develop and Utilize a Grouping Plan. As a facilitator, the teacher is expected to create an
environment where all members benefit from individual strengths and differences. Intense focus
should be placed on personal attributes, performance, gender, and age. In short, each member
ought to offer a strategic value in each group (Lewallen, et al. 2015). For instance, students from

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minority ethnic backgrounds should be represented in at least each group. Such an approach
promotes the learning process as each learner gains from multiple perspectives. Likewise, those
with leadership skills can be shared among groups to boost individual participation. The plan can
also be devised in such a way that the members are regularly reshuffled to promote knowledge
and skill transfer across the entire classroom.
Positive Features of the Collaborative Learning Approach
The Snowball Concept
The ‘snowball’ concept is deeply ingrained in the collaborative learning approach. This
framework assumed that knowledge expands in the same way a snowball expands as it roles –
through attracting particles. In its view, knowledge becomes rich and full as it gathers new
perspectives. The snowball method encourages knowledge synthesis and critical analysis in the
learning process (Hung, Young, & Lin 2015). It also explains why teachers tend to assume the
learner’s role during collaborative learning. As a rule, this method requires the students to learn
in small groups: a maximum of 6 members (Tempelaar, Rientes, & Giesbers 2015). The groups
are then assigned different themes so that each member can incorporate his or her knowledge
until all alternatives have been explored. Note that this process should simulate the formation of
a snowball: once a member integrates an opinion/idea, he/she passes the paper containing the
assigned theme to the member sitting adjacent to him/her. When reflecting on this method, I
cannot help but notice the flaw in my prior teaching approach. I utilized the KWL (Know, Want,
and Learn) sheet to assess the students’ knowledge before and after the lesson. Note that I
received a negative response from this activity since some could not complete it. Perhaps, the
snowball method would allow the learners to express themselves effectively since it focuses on
what one knows at the moment (whether in the beginning or the end of the lesson). This is not to

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 11
imply that the KWL assessment technique is dysfunctional. Such an argument would disregard
the fact the ‘want’ column facilitates self-assessment, thus improving the students’ perspectives.
Reflection
Clearly, collaborative learning is a process in which learners are grouped to enhance their
experience, skills, and knowledge through information synthesis. This model transforms the role
of the teacher as well as that of the student. My previous experiences as a teacher have quite
demonstrated the need for a robust collaborative system. My inability to foster participation in
the social science class (Day 1) has presented a challenge. It demonstrated the need to explore
and apply collaborative learning techniques and theories in my future teaching practice. I
presume that such an approach might enhance my ability to meet the needs of the students.
Either way, I cannot disregard the fact that some aspects of this approach are embedded in my
practice as a teacher. My performance in the Grade II Mathematics class is quite illustrious
(Appendix A). I encouraged student participation through various activities including oral
recollection of learned concepts and group games (Round Robin, LUDO, and Snake & Ladder).
Such games play a pivotal role in the development of a learner’s critical thinking skills. For this
reason, I intend to apply the knowledge garnered from this assignment to improve my approach
to collaborative learning in future lessons.
Conclusion
The learning environment is continuously becoming diverse as the society pursues
globalization. This trend has a colossal impact on the education process since teachers are now
forced to apply effective strategies to adapt to the highly dynamic and transformative classroom
environment. Fortunately, the collaborative learning approach offers a unique solution to this
challenge. This student-centered framework requires teachers to augment the role of students so

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they can equally participate in their personal and interpersonal development. As mentioned
earlier, both the teachers and the students share their experiences as learners and instructors.
Such an approach improves the students’ performance in various areas including personal skills,
knowledge acquisition, and interpersonal skills. This kind of progress is attributed to the fact that
learners gain from the interpersonal differences with respect to worldviews, intellect, and skills.
Personally, I am a huge supporter of collaborative learning. However, when conducting this
investigation, I realized that my earlier approach to instruction was somehow flawed inasmuch as
it applied some aspects of collaboration. As noted, a significant number of my students were
dormant during the entire instruction period (3 days). Their reaction proved that my collaborative
learning strategy needed some polishing. I can improve my approach by strategically grouping
my students, allowing them to set ground rules, and applying more creative forms of instruction.
Most importantly, I will improve the way I interact with the students. The idea that I can also be
a learner is quite impressive; hence, my future lessons will involve more listening and facilitating
than teaching.

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Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and
Wenderoth, M.P., 2014, Active learning increases student performance in science, engineering,
and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp.8410-8415.

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Garrison, D.R., 2011, E-learning in the 21st century: A framework for research and practice.
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Prince, M., 2004, Does active learning work? A review of the research. Journal of engineering
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Appendices
Appendix A
MATHS 1
CLASS: Grade II YEAR: 2018 - 19
SUB: Math
TOPIC: Understanding Numbers
Content :
1) Numbers from 100 – 1000. 4) Basic Subtraction.
2) Ascending and Descending. 5) >, < and = .
3) Basic Addition. 6) Ordinal numbers.
AIM/ OBJECTIVE : Book I

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 16
To Learn and recalled basic topic like counting, basic addition, subtraction, ordinal numbers and
learning of numbers 100 – 1000.
TEACHING APPROCH :
Oral recollection
Activity-based
Introductory - oral recollection and Practice
Group – A game of LUDO and Snake and ladder
Explanation method: Activity-based. Round Robin
Game for the skip counting by 100.
8 – 5 Grade Subtraction game & addition.
ASSESMENT Abacus Construction for Addition & Subtraction.
Other methods if any: group Practice in Class
Teaching
learningmaterials used :
Ludo, Snake & Ladder games.
Collaborative learning :
pertaining to the topic covered solve
Worksheets & Practice Worksheets in a
group on
Application cards:
Applying Snake & Ladder for addition. Ludo for movement of mem
Appendix B Math 2
CLASS:: Grade III YEAR: 2018-19
SUB: Math
TOPIC : Place value,face value,addition
Content :
Difference between place value and face value.
Borrowing concept in addition

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Adding three digit numbers
AIM/ OBJECTIVE :
To make the children understand the difference between place value and the face value of a digit of a
number. Understanding adding to borrowing.
Applying the concept to word problems
TEACHING APPROCH :
Activities, Video watch, Colour coding to show digit placements, Abcas play. Block play for place
value.
Children will be asked to sit or stand on glass tiles. showcasing different place values. The addition
will also be taught in a similar manner.
Project Method: Abacus construction and play.
ASSESMENT:
Abacus construction and play.
Teaching-learning materials used: Abacus, Class tiles, Video.
Collaborative learning : pertaining to the topic covered solve Worksheets in a group on
4 , practice worksheets and Mental math worksheets and pages in the textbook.
Student-Generated test questions: group work
Application cards:
Learning placement of values in Real-time.
Addition of currency if they get some pocket money or gift.
Single digit, two digit and three digit differences.
Appendix C Individual lesson plan
Math 3
CLASS : : II
SUB: MATH
TOPIC : subtraction
Content
2 digit – 1digit
2 digit – 2 digit With Borrowing

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 18
3 digit – 2 digit concept
3 digit – 3 digit
AIM/ OBJECTIVE : To clear concepts of Subtractions- taking away, giving away, reducing,
decreasing. Borrowing concept –Borrowing the least 2 digit number – 10 from the next place value
to perform the operation.
TEACHING
APPROCH :
 Activity-based – subtraction Circle Children are taken outdoors with
placards.
 Story based – Monkey & Cat, hundreds-grandfather, tons-father, one –
grandchild 0123456789
 Activity based, oral and video format splitting of numbers to perform borrow concept.63 -26 =
60+3 – (20+6) = 50 +(10+3)- (20)-6
ASSESMENT: Bead compartment preparation to practice in
class
Teaching-learning materials
used
Beads, Boxes placards, role-play, monkey-cats story video
Collaborative learning : pertaining to the topic covered solve Worksheets in a group on
4 , Mental Math question given to groups to solve and present it to class .
Student-Generated test questions-Can a bigger number be subtracted from a smaller
number?
Application cards-To enable their subtracting skills with or without borrowing.
Can be used when they purchase items using currency in a shop
Appendix D
LESSON PLAN 1
CLASS: II YEAR: 2018-19
SUB : Environmental Science
TOPIC : Different Families
Content :

THE INFLUENCE OF COLLABORATIVE LEARNING ON STUDENT PERFORMANCE 19
What is a family?
Small family?
Joint family?
Relationships
AIM/ OBJECTIVE
Children will be able to identify and speak about their surroundings relationships
he/she has with their extended family
Understand the meaning of family
Learn the values of family bonding, sharing, caring.
TEACHING APPROCH :
 Showing them a cartoon show on “Peppa Pig” later explain the relationships and
values of family bonding.
 Teacher-guided explanation on the family relationships.
ASSESMENT : Making a family collage
Drawing a family tree
Other methods if any: Role Play- the children will act like a grandfather and other
members
Teaching-learning materials used: Charts, books, pictures of small and joint family
Field Trip-
Collaborative learning : Worksheet on family relationship to discuss and present it
Student-Generated test questions –Write a small passage on how children help their
family members in day life

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