The effect of structured instruction on collaboration in upper grade primary school students

Arts, M.A.M (2017) The effect of structured instruction on collaboration in upper grade primary school students.

[img]
Preview
PDF
711kB
Abstract:Most of the learning in classrooms happens in a passive way and this way of learning is not always useful for reaching learning goals. This study is a research to collaborative learning whereby preschool students are provided structure in working together. The study is conducted, because not all research to collaboration remains positive and because providing structure has potential for better learning. Students were divided into two conditions and only one condition got structured instruction. The differences in are analysed by analysing task performance and different aspects of collaboration: equal participation, number of times questions are asked and answers were given, and the number of times conclusions were drawn. The research question is: ‘What is the effect of structured instruction on collaboration?’. There is no significant difference in collaboration in this study between students who received structured instruction and students who did not. There is no effect of instruction on collaboration. So in the present study, the provided structure didn’t have the intended effect on collaboration. Even though collaboration provides a basis for learning effectively, just providing structure isn’t enough for working collaboratively and more practice with structure is needed so the students are familiar with the way of working.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/72810
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page