Students’ Perceptions of Collaborative Learning Approach and the Interplay of Some Demographic Variables in Learning Basic Science

Abstract

In recent pedagogical innovations aimed at enhancing students' understanding of basic scientific knowledge, the collaborative learning approach (CLA) has emerged as an enterprising pedagogical approach. However, there has been limited research attention on students' perceptions of the use of CLA amidst its obvious benefits. For this purpose, students’ perception, toward the use of CLA in Basic Science was evaluated. Using cross-sectional survey design and Social cognitive theory (SCT), students learning behaviour and perception were explained. Data have been collected through questionnaires from basic education students. Descriptive statistics were utilized to answer the research questions, while hypothesis testing was conducted using independent sample t-tests and ANOVA at a 0.05 alpha level. The findings provided evidence that students’ perception is generally positive towards the use of CLA, & no significant difference in the perception of male & female students was observed. The findings also provided evidence that there is no significant difference between students’ birth order and their perceptions of CLA in the classroom. Amongst all, the classroom setting & teacher relationship with the students should be revisited to enhance equal participation of males & females.