Thesis Abstract

Group work has been widely recognized as an effective teaching strategy in educational settings. This study aimed to investigate the correlates of group work and senior secondary school students' performance in education. The research was conducted with a sample of 300 senior secondary school students from various schools. The study employed a mixed-methods approach, combining quantitative analysis of academic performance data and qualitative insights gathered through interviews and surveys. The findings of the study revealed several key correlates of group work and students' academic performance. Firstly, the study found a significant positive correlation between students' engagement in group work activities and their overall academic performance. Students who actively participated in group work activities demonstrated higher levels of academic achievement compared to those who did not engage in such activities. Secondly, the study identified the role of communication and collaboration skills in group work as crucial factors influencing students' academic performance. Students who effectively communicated and collaborated with their peers in group work settings were more likely to perform better academically compared to those who lacked these skills. Furthermore, the study highlighted the importance of group dynamics and cohesion in enhancing students' learning outcomes. Groups characterized by strong cohesion and positive dynamics were found to be more successful in achieving academic goals compared to groups with poor dynamics and interpersonal conflicts. Moreover, the study explored the impact of group size and composition on students' academic performance. The findings indicated that smaller groups tended to be more effective in promoting learning and academic success compared to larger groups. Additionally, diverse group compositions, including students with varying academic abilities and backgrounds, were found to enhance collaborative learning and improve academic outcomes. Overall, the study underscored the significance of group work in fostering students' academic performance in senior secondary school settings. By promoting active engagement, communication, collaboration, and positive group dynamics, educators can effectively leverage group work as a valuable pedagogical tool to enhance students' learning experiences and academic achievements.

Thesis Overview

INTRODUCTION

1.1 Background to the Study

cccc 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.