Low-achieving students’ participation to collaborative learning and group-level regulation
1University of Oulu, Faculty of Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 1.1 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-202205111939
Oulu : T. Tervo,
|Publish Date:|| 2022-05-12
|Thesis type:||Master's thesis
The aim of this thesis was to first explore low-achieving students’ participation to collaborative group learning interaction. Second, the thesis explored low-achieving students’ participation to group-level regulation of learning.
Students who regulate their own learning process, individually and in groups, have been found to achieve higher learning outcomes. In collaborative groups, students engage in interactions to negotiate strategy and construct shared knowledge. To regulate their learning, student groups actively direct their efforts, and exercise agency by controlling their learning, strategic choices, learning goals, and task engagement, rather than relying on instructors to do it for them. As such, students take an active role in their own learning, and in doing so, demonstrate a high level of self-efficacy and motivation towards learning.
In this study, 31 students, nine of which low-achieving in a physics individual examination, were selected to explore and compare low-achieving students’ collaborative activity through coding and analysis of video data. Through two research questions, this thesis aimed to explore: 1) how low-achieving students participate in small group collaborative interaction, and 2) how low-achieving students participate in group-level regulation of learning.
Results suggest that some students regardless of achievement level appear considerably inactive in group-level regulation. This thesis also found that initiating regulation does not seem to be distributed evenly between group members, but rather that an individual member often has the lead in initiating group-level regulation. It also appears that low-achieving students may be less active in metacognitive interaction and less likely to take a lead role in group interaction and regulatory activities. However, larger samples of low-achieving students are necessary for generalizable results on achievement groups.
Future research should look to explore the factors influencing individual low-achieving student activity in collaborative learning and regulation of learning. The main implications to teaching should be to aim to develop effective solutions for identifying and supporting low-achieving students who are consistently inactive in collaborative learning and regulation of learning.
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