Project Abstract

Abstract
Group work is a common instructional practice in schools aimed at enhancing students' learning experiences and outcomes. This study explores the correlates of group work and senior secondary school students' performance in education. The research investigates how various factors such as group dynamics, individual contributions, communication skills, and teacher support influence the effectiveness of group work in improving academic performance. The study adopts a mixed-methods approach, combining quantitative analysis of students' academic results with qualitative data gathered through interviews and observations. A sample of senior secondary school students is selected from diverse educational settings to ensure a comprehensive understanding of the relationship between group work and academic performance. The quantitative analysis involves comparing the academic achievements of students who regularly participate in group work with those who predominantly work individually. Preliminary findings suggest a positive correlation between engagement in group work and academic performance among senior secondary school students. Students who actively participate in group activities tend to demonstrate better learning outcomes compared to their peers who work independently. Factors such as effective communication, collaboration, and shared responsibility within groups are identified as key determinants of academic success through group work. Furthermore, the qualitative data provide valuable insights into the experiences and perceptions of students regarding group work. Interviews reveal that students appreciate the opportunities for peer learning, social interaction, and skill development that group work offers. However, challenges such as unequal participation, conflicts among group members, and inadequate teacher guidance are also reported as barriers to the effectiveness of group work in improving academic performance. Overall, the study highlights the importance of considering various factors that influence the outcomes of group work in educational settings. By understanding the correlates of group work, educators can design more effective strategies to support students' engagement and success in collaborative learning environments. The findings contribute to the existing literature on student-centered approaches to education and provide practical implications for enhancing the implementation of group work in senior secondary schools.

Project 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.