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EDU4TAR Teacher as Researcher

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La Trobe University

   

Teacher as Researcher (EDU4TAR)

   

Added on  2020-04-29

EDU4TAR Teacher as Researcher

   

La Trobe University

   

Teacher as Researcher (EDU4TAR)

   Added on 2020-04-29

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Running head: RESEARCH PROPOSALResearch ProposalName of the Student Name of the University Author Note
EDU4TAR Teacher as Researcher_1
1RESEARCH PROPOSALTable of Content Introduction......................................................................................................................................3Literature Review............................................................................................................................5Research Questions..........................................................................................................................9Methodology..................................................................................................................................10Conclusion.....................................................................................................................................12References and Bibliography.........................................................................................................14
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2RESEARCH PROPOSALTopic -Influence of collaborative learning in terms of academic achievement for year 9students at Willow Park SecondaryIntroductionEducation is considered as the passage of knowledge from the individuals with theknowhow to the individuals with an intention to be enlightened and this could be achievedthrough collaborative learning. Moreover, in collaborative learning, the students work together insmall groups to perform a structured tasks and it remains as something more than just working ina group because group alone does not guarantee cooperative learning. However, there are manycases that only some members of the group perform all of the work and it cannot be ascertainedthat all members are actually learning. Likewise, there are several views and arguments putforward by the scholars in this particular context and hardly a research has found out the actualprocess of collaborative learning and its impact on 9-year students in terms of their academicachievement. The purpose of the research is to investigate the impact of collaborative learning onyoung students in terms of their academic achievement. In order to analyse the impact, theproposed study first includes a critical analysis including the ideas, opinions, findings providedin the existing research papers. Likewise, the study could find finds out the gaps in the previousstudies. In order to gain desired outcome, the proposed study uses some particular researchmethods. The proposed study includes secondary analysis, as the research needs a broadanalysis; thereby, with the help of a large set of journals and articles a thematic analysis has beenconducted. Background Analysis
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3RESEARCH PROPOSALAccording to Hallinger and Heck (2011) collaborative learning can be defined as thesituation in which there is a positive freedom among student’s goal attainment; thereby, thestudents perceive that they could only reach their learning objectives if all members of the groupaccomplish the learning objectives also. In this context, collaborative learning remains as aninstructional methodology, which could split the class members into small groups to learn theassigned materials and ensure all individuals of the team perform the task and gain knowledge.As put forward by Blasco-Arcas et al., (2013), collaborative learning activities could help thestudents to enhance problem solving and teamwork skills. Nonetheless, the teachers should beprepared to have some discussion and movement in the classroom for those activities. Researchon collaborative learning remained scarce before 1990 but since this date, the amount as well asthe quality of research on collaborative learning largely accelerated given its large appraisal aswell as positive effect on education. Several studies have emphasized on the positive effects thatcollaborative learning does have no academic achievement. Certainly, collaborative learning hasbecome a largely used instructional technique in educational contexts that it remains difficult toseek instructional materials that generally do not refer to this methodology. In addition, as of 2015, more than 1400 studies had been performed on collaborativelearning and a significant amount of those studies stressed the impact of collaborative learningon the accomplishment in comparison to more conventional studies or competitive instructionaltechniques. Despite the fact that there have been vast amount of studies conducted on thepositive impact of collaborative learning intervention, there have been researches conducted byDurlak et al., (2011), that have lessened the positive appraisal of collaborative intervention,providing argument that 9 years students often sit in small groups but they are already assignedto the real collaborative tasks. Furthermore, it has also been identified that individual studies on
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