Correlational Study Of Group Work And Senior Secondary School Students Performance In Education

Correlational Study Of Group Work And Senior Secondary School Students Performance In Education

Chapter One

Preface

Background to the Study

Secondary academy tutoring and literacy are fleetly changing; group work has come an essential emphasis in this period of pedagogical metamorphosis( Burke, 2011). One option for group instruction that falls under the learner- centered approach is group work. It’s an educational strategy that encourages pupil- to- pupil connection by working in small groups to optimize literacy and achieve common pretensions( Adekola, 2014).

Group literacy is a type of educational program in which scholars engage in small groups to help one another in learning academic motifs. Learners in this classroom structure believe they’re uniting with other pupils to win prices. In this atmosphere, a pupil’s success is determined by the achievement of other pupils( Chukwuyenum, Nwankwo and Toochi, 2014).

One of the most essential pretensions of group work is to encourage and support other pupils to achieve. Positive interdependence and individual responsibility are two essential factors of effective collaborative literacy. That is, group members must calculate on one another to the extent that each member has scores, each wants the others to succeed, and no bone believes that his or her individual success or failure would harm the others in the group( Johnson and Johnson, 2002).

To ameliorate scholars’ achievement, group members must promote each other’s literacy and success face- to- face; hold each other tête-à-tête and collectively responsible to do a fair share of the work, use the interpersonal and small group chops needed for successful cooperative sweats, and process as a group how effectively members are working together( Adekola, 2014).

There are interesting group learning practices in education moment that will allow scholars to have active control over their own literacy while contemporaneously perfecting academic accomplishment( Onabanjo, 2000). According to Wichadee( 2007), group literacy may be organised in a variety of ways, including scholars’ Team Achievement Division( STAD), brigades- Games Tournament( TGT), and Jigsaw I and II.

preceptors can use any of these approaches to encourage pupils to learn while also developing interpersonal and platoon chops. Classes have always included a blend of good and bad pupils( high achievers and poor achievers)( low achievers). The weak pupils sit alone, gradationally losing faith in their capacity to study. Working in groups is thus seen to prop in the resolution of this challenge since group members may round each other’s chops and failings. scholars who dislike speaking in front of a large group feel more at ease speaking up in lower bones ( Adekola, 2014).

While the expression covers a wide range of practices, group literacy, or small group work, is still an essential element of active literacy proposition and practice( Burke, 2011).

Statement of the Problem

It’s clear that failure in secondary seminaries is caused by a loss of interest on the part of both preceptors and scholars, as preceptors return to old ways that don’t ameliorate immersion of subject knowledge, while scholars’ provocation is significantly lowered, performing in failure. This negative station may be lowered if scholars banded and learned from one another( Chukwuyenum, Nwachukwu and Toochi, 2014).

likewise, it has been noticed that elderly secondary academy pupils in Nigeria in general, and Lagos state in particular, do inadequately in both internal and external examinations. This might be related to the style and manner in which they’re being tutored. still, data has arisen in recent times demonstrating that group literacy strategies tend to give pupils with better ways of grasping subjects and increase academic achievement( Ibrahim, 2003). numerous people feel that when scholars work in groups, they understand each other better than when they’re tutored collectively.

In Nigeria, study also revealed that veritably little trouble had been put at group literacy. likewise, the Federal Government of Nigeria( 2004) declared in the National Policy on Education that group work is explosively encouraged for tutoring at all situations. As a result, it’s considered that utmost preceptors aren’t apprehensive of the benefits of doing group work, and that utmost training doesn’t encourage scholars to come conscious of their own literacy, to suppose critically, and to draw their own pattern of allowing and meaning from knowledge supplied by preceptors. This study is being conducted in an attempt to bridge the information gap about the impact of group work on scholars’ academic performance in elderly secondary academy.

Purpose of the Study

The study will be conducted with the following objects To;

the relationship between group work and scholars ’ academic performance in elderly secondary academy.

out the effect of collaborative literacy on pupil academic achievement.

the influence of cooperation on enhancing scholars confidence

out if cooperative literacy is related to classroom success.

Exploration Questions

The undertaking of this exploration design will beam a searchlight on the following exploration questions;

1. What’s the relationship between group work and scholars ’ academic performance in elderly secondary academy?

2. What’s the effect of collaborative literacy on pupil academic achievement?

3. To what extent does cooperation enhance scholars ’ confidence?

4. How is cooperative literacy related to classroom success?

Significance Of The Study

This study will give a clear sapience of supplement of group workshop and elderly secondary academy pupil performance in education. This will be salutary to scholars, ministry of education and the general public and the work will serve as reference to other experimenters that will embark on this content

Compass And Limitation Of The Study

The compass of the study covers supplement of group workshop and elderly secondary academy pupil performance in education. The experimenter encounters some constrain which limited the compass of the study;

a) Vacuity OF RESEARCH MATERIAL The exploration material available to the experimenter is inadequate, thereby limiting the study

b) TIME The time frame allocated to the study doesn’t enhance wider content as the experimenter has to combine other academic conditioning and examinations with the study.

c) Organizational sequestration Limited Access to the named auditing establishment makes it delicate to get all the necessary and required information concerning the conditioning