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

INTRODUCTION

1.1 Background to the Study

Secondary school teaching and learning are rapidly changing; group work has emerged as a critical focus during this period of pedagogical transformation (Burke, 2011). Group work is one option for group instruction that falls under the learner-centered approach. It is an educational strategy that promotes student-to-student interaction through small group work in order to maximize learning and achieve common goals (Adekola, 2014).

Group learning is a type of educational program in which students work together in small groups to help one another master academic subjects. Learners in this classroom structure believe they are working together with other students to win prizes. In this environment, a student’s success is determined by the performance of other students (Chukwuyenum, Nwankwo and Toochi, 2014).

One of the most important group objectives

Work consists of encouraging and assisting other students to succeed. Positive interdependence and individual accountability are two critical components of cooperative learning. That is, group members must rely on one another to the extent that each has obligations, each wants the others to succeed, and no one believes that his or her own success or failure will harm the others in the group (Johnson and Johnson, 2002).

To improve student achievement, group members must face-to-face promote each other’s learning and success; hold each other personally and individually accountable to do a fair share of the work, use the interpersonal and small group skills required for successful collaborative efforts, and process as a group how effectively members are working together (Adekola, 2014).

There are some

In today’s education, there are intriguing group learning practices that will allow students to have active control over their own learning while also improving academic achievement (Onabanjo, 2000). Group learning can be organized in a variety of ways, according to Wichadee (2007), including Students’ Team Achievement Division (STAD), Teams-Games Tournament (TGT), and Jigsaw I and II.

Any of these approaches can be used by teachers to encourage students to learn while also developing interpersonal and team skills. Classes have always had a mix of good and bad students (high and low achievers) (low achievers). The struggling students sit alone, gradually losing faith in their ability to learn. Working in groups is thus seen as beneficial in resolving this challenge because group members can complement each other’s efforts.

skills and shortcomings. Students who are uncomfortable speaking in front of large groups find it easier to speak up in smaller ones (Adekola, 2014).

While the term encompasses a wide range of practices, group learning, or small group work, remains an important component of active learning theory and practice (Burke, 2011).

1.2 Problem Description

Failure in secondary schools is clearly caused by a loss of interest on the part of both instructors and students, as teachers revert to old techniques that do not improve subject knowledge absorption, while students’ motivation is significantly reduced, resulting in failure. This negative attitude could be mitigated if students worked together and learned from one another (Chukwuyenum, Nwachukwu and Toochi, 2014).

Additionally, it has

It has been observed that senior secondary school students in Nigeria, and particularly in Lagos state, perform poorly in both internal and external examinations. This could be due to the style and manner in which they are taught. However, evidence has emerged in recent years demonstrating that group learning strategies provide students with better ways of grasping subjects and increase academic achievement (Ibrahim, 2003). Many people believe that students understand each other better when they work in groups rather than when they are taught individually.

A study in Nigeria also revealed that very little effort was put into group learning. Furthermore, in the National Policy on Education, the Federal Government of Nigeria (2004) stated that group work is strongly encouraged for teaching at the secondary level.

On all levels. As a result, most teachers are believed to be unaware of the benefits of group work, and most schooling does not encourage students to become conscious of their own learning, to think critically, and to draw their own pattern of thinking and meaning from knowledge supplied by teachers. The purpose of this study is to fill a knowledge gap about the impact of group work on students’ academic performance in senior secondary school.

1.3 The Study’s Goal

The following goals will be pursued by the study: To;

a.look into the connection between group work and students’ academic performance in senior secondary school.

b.examine the impact of cooperative learning on student academic performance.

c.look into the impact of

Collaboration to boost students’ confidence

d.determine whether collaborative learning is related to academic success.

1.4 Research Issues

This research project will shine a spotlight on the following research questions:

1.How does group work affect students’ academic performance in senior secondary school?

2.How does cooperative learning affect student academic achievement?

3.How much does teamwork boost students’ confidence?

4.How is collaborative learning linked to academic success?

1.5 The Study’s Importance

This study will provide a clear understanding of the relationship between group projects and senior secondary school student academic performance. This will benefit students, the Ministry of Education, and the general public, and the work will serve as a reference for future researchers.

start talking about it

1.6 Study Scope and Limitations

The study’s scope includes the correlation of group projects and senior secondary school student academic performance. The researcher comes across a constraint that limits the scope of the study;

a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.

b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

c) Organizational confidentiality: restricted Access to the chosen auditing firm makes obtaining all necessary and required information about the activities difficult.