Impact of collaborative learning - Research Paper Example

al affiliation Table of contents Chapter one 3 Introduction 3 Identification of research problem 5 Importance of topic 5 Purpose statement 6 Research questions 7 Chapter two Literature review 7 Body review 8 Theoretical literature 8 Empirical literature 11 Discussion review 11 Definition of terms 12 Chapter three Methodology 13 Research design 13 Sampling 13 Data collection 14 Data analysis 15 Limitations 20 Recommendations 21 References 22 Appendices 24 Impact of collaborative learning Abstract The research proposal tries to find the impact of collaborative learning on students as opposed to the traditional method. The research proposals involve the use of qualitative analysis in determining the effect of collaborative learning on students. The study incorporates the use of collaborative concept mapping and co-teaching techniques in determining its effect on learning skills of young learners. The research proposal will use questionnaire in collecting data. I have examined the impact of collaborative learning on students by use of simple regression analysis. The results indicate that collaborative learning had a positive effect on the performance of students. The study shows the proportion of collaborative learning to performance. The study also highlights areas of further study. Although the traditional classroom learning has it advantages, it is very imperative for a school to adopt collaborative learning as this will develop the students academically and socially (Inaja & Eraywoke, 2010, p.46). Introduction Collaborative learning is a scenario where individuals engage in learning mutually through taking part in discussions. It involves individuals learning together and taking advantages of each other skills, experience and resources. Collaborative learning is also a tutoring technique in which learners at different performance stages learn together in small groups toward a universal objective. On the other hand, traditional classroom is the process of learning where teachers give knowledge by use of lectures. The students are passive in the classrooms, but they write the ideas down. The exchange of ideas in the discussion groups not only increase exchange of ideas, but also promote critical and creative thinking. Most of the research studies conducted have been concentrated on the primary and secondary levels. There is convincing proof that supportive groups attain at elevated levels of thinking and maintain information longer than students who labor as individuals. The mutual erudition provides learners with a chance to connect in argument, take accountability for their own knowledge, and hence become decisive thinkers. Collaborative learning is founded on the suggestion that knowledge is more proactive through social action where learners actively engage in the learning modules and learning materials. Learners will absorb knowledge more easily through connecting with each other in the group discussion. Collaborative learning will give learners an opportunity to get exposed to dissimilar and varied environment. Learners will communicate, present and support thoughts, and exchange principles that they feel need engagements (Wei-Fan & Chung-Pei, 2011, p.57). The system incorporates social interaction in studies and makes learning more enjoyable and easy to comprehend. The method takes place when students are dynamically occupied in an area where studying takes place through clear or inherent attempts. The method involves a cognitive process by which teachers act as facilitators and students as recipients of knowledge. Collaborative learning method involves the use of networks, virtual classrooms, periodic group tests, and the use of dialogue. Collaborative learning has been tested and analyzed through tools that are designed to offer students a grasp of the learning experience. Furthermore, the method ensures that students and teachers engage each other in the learning process and undertake constructive dialogue in class. Although, the method does not have strong roots in the college levels of studies it remains one of the great pillars of education success in schools (Barkley, Cross & Major, 2005, p.38) THE STATEMENT OF THE PROBLEM The research studies the effect of using collaborative learning in elementary schools on the performance of students in sciences as opposed to traditional methods of teaching. There is a great discrepancy in the science performance in the two learning systems. The science performance in collaborative learning is better than in traditional classroom since the students are involved in both the theoretical and practical learning. Though, collaborative learning is an option it is not commonly used in schools. More than half of instructions in schools consists of talks, assessments, and take away assignment in which students are isolated from one another. Most of the classroom time is spent on lectures, leaving little time for reasoning and discussion by students. Group work can be used expansively to provide practice in obtaining experience and knowledge in interpersonal relations. Introduction of collaborative learning in schools has the prospective of developing activities in classes. Experimental evidence supports the use of collaborative learning in schools to offer great benefits to learners. Learning motivation is gauged through the use of virtual classrooms and networks that will offer the students (Stevens, & Slavin, 1995, p.58). SIGNIFICANCE OF THE STUDY The research addresses the impact of collaborative learning to the students and the significance it plays in the performance of students in science subjects. The research proposal tries to find out the importance of collaborative learning to students in elementary science school levels. The outcome of the research implies the following 1. Examines the role of teacher and students in implementing collaborative learning in the classroom. 2. Identifies how collaborative learning affects the performance of students in elementary school science classes. 3. Analyzes the impacts of collaborative learning to students to other methods. 4. Is there is a difference between individuals working alone and those in collaborative learning 5. Examine what areas that collaborative learning will affect as opposed to traditional methods. 6. Compare the achievement of students in collaborative learning system with those in traditional classroom learning. PURPOSE OF THE STUDY GENERAL OBJECTIVES 1. To investigate the importance of collaborative learning in elementary school sciences classes in students’ performance. 2. To investigate the outcome of using collaborative learning to include achievement, motivation, and socialization. 3. To evaluate collaborative learning in respect to high academic performance than traditional methods. SPECIFIC OBJECTIVES 1 To evaluate why collaborative learning is important to students. 2 To evaluate whether there is a significance relationship between collaborative learning and performance. 3 To estimate the proportion of collaborative to high grades and all outcomes of using collaborative learning, as opposed to traditional methods. THE RESEARCH QUESTIONS 1 What is the difference in students’ performance between those who attend collaborative learning and those who attend traditional learning? 2 What is the difference in students’ motivation between attending collaborative learning and traditional classroom? 3 What is the difference in students’ social development between learners who attend collaborative learning and those who attend traditional classroom? CHAPTER TWO LITERATURE OVERVIEW BASIC ASSUMPTIONS The collected data may not be accurate due to diffidence of some information. The respondents will give information which is free from bias and prejudice to prevent attainment of predetermined results. SCOPE AND DELIMITATION The study aims to comprehend and research on the impacts of collaborative learning to the performance of students. The research is conducted in elementary schools science classes, in Fairfax County Public School. The respondents to this research study are 30 teachers who are selected randomly. CHAPTER2 FRAMEWORK INTRODUCTION This chapter reviews both the theoretical literature on domestic borrowing on economic growth and the empirical study on the same. Body review Theoretical literature Critics of collaborative learning suggest that it can erode the confidence and performance in science subjects of students by sidelining some students. The performance of science studies in traditional classroom studies is very poor due to lack of adequate hands on practical and tuition. The critics suggest that groups need to be rotated and a quality assessment developed. Collaborative learning requires that everyone takes part in the discussion failure of which some group members will feel disoriented. The method requires constant supervision by the teachers, and this may have a negative effect on students. However, the method is easy to implement and takes part in the vicinity of the school. In the traditional classroom learning, the students learnt as a unit and this reduced their level of participation in the classroom. Most of the students did not have an opportunity to gauge themselves since the classroom had many students and there was inadequate time to give them an opportunity to present their thoughts. It was discovered that most of these students would very little work or have their assignment incomplete. There was little cooperation amongst the students since each student had to concentrate on their individual work. There have been many changes to progress this system of learning but there is very little impact since the students continued to work individually (Wei-Fan, 2011, p.69). Collaborative learning has eliminated traditional classroom learning Continued presence of collaborative learning enhances the performance of students. The method enhances the motivation and social development of students. Students will find out the importance of the method once they experience the method. Empirical literature A recent study by Gillies and Ashman on teaching collaborative skills to primary school children showed more collaboration to the group that used collaborative learning (Gillies and Ashman, 1996, p.187-200). The students do most of their science studies in groups so as to understand the concepts more precisely. The study which was conducted on 192 students in 6th grade showed that the group which used collaborative learning gained high learning outcomes as opposed to the group that did not use collaborative learning but instead sought help from each other. The group that used collaborative learning gave more clarification, used collaboration and gained high grades. Likewise, a similar study by Ajaja and Eraywoke found out that collaborative learning had more impacts on the performance of children in junior schools as opposed to traditional methods (Ajaja and Eraywoke, 2010, p.132). Another study by Wei-Fan and Chung-Pei on the impact of different forms of collaborative learning on students found out that students gained high grades (Wei-Fan and Chung-Pei, 2011, p.351-358). The study carried out on 4th grade students also established that students in high stages of preceding knowledge gain high grades than students in lower stages of comprehension. A study by Syh-Jong on the impact of incorporating collaborative theory with the co-teaching method suggested that students gained extensive gains (Syh-Jong, 2010, p.86-97). The study that was carried out in 4th grade teachers and students through the use of qualitative and quantitative methods established that using co-operative learning in science subjects increases comprehension and build good skills. Furthermore, the study suggested that co-teaching assist teachers to pass information and know-how to students. Co-teaching method abridges the collaborative learning method. A research by Chin-Fei and Chia-Ju surveying the influence of virtual based collaborative learning on students found out that students gain knowledge and becomes more information oriented to problems (Chin-Fei and Chia-Ju, 2012, p.613-618). The study used motivation tools and interviews for data collection. Students who were worked as a group and used virtual collaborative learning showed increased science learning motivation. Similarly, another study by Haghighi, Vakil and Wetiba showed that collaborative learning increases performance, unlike traditional method (Haghighi, Vakil and Wetiba, 2006, p.231). A study by Stevens and Slavin on the effect of collaborative learning on students’ attitudes, accomplishments, and social development showed that students had high achievements and good interaction (Stevens and Slavin, 1995, p.321-351). The study revealed that co-operation between students and teachers is imperative in the studies, and it impacts positively on the accomplishments of students. Bright student performed much better when they used collaborative learning and handicapped students were welcome to discussions. The discussion helped form a bond that was strong in the classes. The study also found that collaborative learning was effective as opposed to individual learning. Another study by Samuelsson on the effect of associate collaboration on children’s basic mathematics and skills revealed that there is no considerable adjustment in appraising between teaching methods when appraising calculation (Samuelsson, 2010, p.13). Associate collaboration is effective, but students need guidance in the groups. Doing work in groups motivate students and allow students to perform well. The method also allows students to help each other enjoy mathematics. The study which was carried out on 7th grade students for sometime by use of quantitative method suggested a positive effect on collaborative learning. A study carried out by Barkley, Cross and Major on collaborative learning in children suggests that children will allocate a part of their time in group discussions if they are used to collaborative learning (Barkley, Cross and Major, 2005, p.95-102.). The study found out that children used most of their time engaging in group discussion if collaborative teaching was practiced by teachers. Likewise, Mason had come to the same conclusion on the effect of collaborative learning on children (Mason, 1972, p.69). Discussion review The study considers the effects of collaborative on the performance of students in science subjects. Theoretically, the study identifies several impacts of collaborative learning. The study does not consider the consequences on the achievements of students in the high levels of schools. The study does not include university and college students. Furthermore, the study omits important data on previous engagement to other methods of studies, and this greatly influences poor performance by the students in science subjects. Collaborative learning entails students engaging each other in group discussions and peer co-operation. The students are given enough time to do practical in their science subjects. The study made several assumptions in the study. The research did not include study on creative arts and languages. Moreover, the research only considered research done to test the impact on students from elementary schools. Traditional classroom learning is where all the students are taught together in one classroom. The teacher gives instructions and every student does his own work. There is a lot of criticism on this system of learning since there is slow development of the students. The students are given insufficient time to work with each other therefore making their performance in science subjects. The workload per student is very huge and this makes the students very fatigued thus lowering there motivation. Majority students in this system are ranked average since they do very little on there own. Majority students do not have a chance to review themselves since the classroom had a lot of students and there was inadequate time to furnish them a chance to present their thoughts In traditional classroom learning, students study as a unit and this decrease their level of contribution in the classroom. Most of the students do not have a chance to gauge themselves because the classroom had too many students and there was insufficient time to give them an opportunity to present their thoughts. It was discovered that most of these students would very little work or have their assignment incomplete. There was minute cooperation amongst the students since each student had to focus on their individual work. There have been a lot of changes to develop this system of learning but there is very little effect since the students continued to work independently (Dillenbourg, 1999, p.76). Definition of terms Collaborative learning: this is the method of learning where students engage each other by use of group discussions, asking questions and helping each other in learning. Co-teaching: this is the method of application by teachers in their quest to offer knowledge to students. Teachers take part in discussion and help each other in the teaching practice. Traditional classroom learning: this is where all the students are taught together in one classroom. The teacher gives instructions and every student does his own work. Hypothesis HA: collaborative learning significantly influences children academic performance. Null hypothesis HO: collaborative learning does not have significant influence on children academic performance. CHAPTER THREE METHODOLOGY The conduct of the study entails qualitative-descriptive approach because it is necessary to know the outcomes of the interviews and surveys collected from them to ensure that there is validity in the ideas and concepts presented in this paper. This study involves the inputs of participants to the survey which comprises 30 teachers from united state Fairfax county public school. RESEARCH DESIGN The research uses random sampling method in identifying participants. The research uses qualitative method to establish the effect of collaborative learning on science subjects, as opposed to other methods. The study uses review and survey and applies the study through questionnaire. A total of 30 participants took part in the survey. The participants of this research were teachers from public schools in the United States. The teachers were selected randomly to eliminate any form of prejudice on the final results. The research focused on teachers because they had a better understanding on how the students performed and behaved in different learning circumstances. The questions used in the interview were asked in the same manners so as to get clear answers on the subject matter. The research does not subject participants to predetermined projections on racial, social or religious status. The research will analyze items by use of simple regression tools. A collection of the participants’ answers will be used to form the basis for the research. Sampling The research uses random sampling in identifying the participants. The target group for the study is teachers who are also the participants. Random sampling method is used because the level of variance is low. The survey will cover respondents from Riyadh who are in public elementary schools in United States. The teachers are chosen because they are the custodians of the different systems of learning therefore they have vast knowledge on the subject matter. Most teachers have had opportunities to teach the collaborative system and the elementary system. The survey identified the respondents through the use of postal codes and mails. The sample size is relatively small so as to reduce the time and expenditure in conducting the research. It also lessens the quantity of data to be analyzed so as to reduce the margin of error. A letter was sent to the participants containing a return mail address and postal charges (willingness to participate). Questionnaires were then sent to the participants. In some cases, the study used open ended interviews. Data collection The study will employ raw data from primary resources. Random sampling method is used together with a Questionnaire. Furthermore, the research uses simple regression method to obtain values for analysis. The teachers were given the questionnaires and answered the questions without any assistance. The answers were to be written in 24 hours so as to give the teachers ample time to do their research. A total of 30 teachers from public schools were interviewed by use of questionnaires. The questions in all the questionnaires were the same so as to get more accurate answer. The questions were three but they required the respondents to explain there thoughts on the learning system .A 9 questionnaires were developed to collect descriptive data on the participants. The study used teachers in elementary science school level class. The study used the random sampling approach as the level of variance was low. Random sampling method was used in the study because it is straightforward and gives the same treatment to participants. The survey used teachers in elementary schools in the range 28-56 years with the average age of the respondent being 42 years. The average age of children was 12 years, and the average class was 6th grade. Methods of the study were categorized into 2: collaborative learning, traditional methods. Of the 120 participants, 70 were female and 50 male. The mean grade point average was 3.6, and 2.8 respectively on a 4-point scale, with a range of 2.0 to 4. All the students in the study were in elementary school taking science subject. The research revealed the average year’s teachers taught in elementary school were 14 years. The mean point for teachers who used collaborative learning was 0.8 on a range of 0-1.0. The study also revealed that number of teachers who wished to use collaborative learning was 0.9 on a range of 0-1. The study revealed that teachers used collaborative learning in science subjects. The level of monitoring was 70%. The study also suggested that the average team group was 4 on the range of 3- 8 people (Haghighi, Vakil, &Wetiba, 2006, p.105). Data analysis The data collected will be analyzed on the basis of the questions so as we can manage to meet the objectives. The decision of the research questions will be based on the majority rule whereby the majority proponents or opponents win the subject. The data will be analyzed quantitavely and qualitatively so as to determine the impact of collaborative learning. Research questions answers The answers to the research questions are projections of expected result. This will help in evaluation of the teachers’ responses after conducting the actual research. Question 1 Is there any difference in the students’ achievement between students attending collaborative learning and those attending traditional learning? According to most of the teachers, there was a significant positive difference in achievements in science subjects between the two sets of students. Students in the traditional classrooms get most of their work done for them since there are no any inspections during actual learning. The students are given limited work which they work on as individuals. The science subjects are taught as a unit and this does not give the students enough exposure in the practical classes. The students should do sciences practical individually so that they can understand the concepts. The students do limited work since there is not cooperation on the work. Some of the students lag behind since they can not cope up with the speed of other students. A good number of students in the collaborative learning system achieve above average while most of the students in the collaborative system get average grades. This is due to student teacher cooperation. The table below shows the achievement in science subjects who attend collaborative learning and those who attend traditional classroom (Dillenbourg, 1999, p.37). collaborative classroom excellent 30% 18% good 40% 22% average 25% 50% Question 2 Is there any difference in student motivation between the students who attend collaborative learning and those who attend traditional classroom? The students in collaborative learning are highly motivated in learning most of the science subjects as was indicated by 84% of the respondents. Science subject require a lot of group work and this motivates the students to do complex work. Students who do their task together do not suffer from boredom are fatigue since they cooperate with fellow students (Roberts, 2004, p.96). The students in collaborative learning do a lot of work within a short time since they motivate each other. Weak students are assimilated by the bright students therefore ensuring that no students are left behind in their learning. According to the respondents 60% of traditional classroom motivates students who like doing personal work with minimum supervision. These students spend most of their time in classroom therefore denying them a social life. According to 40% respondents, the traditional classroom learning students are fatigued by too much workload. The students are not motivated since they work on their own. In most instances, the students in classroom learning do not complete most of their tasks. It has been argued that, the students can not gauge themselves since they do not have an opportunity to assess fellow students. 16% of the students in collaborative learning who are not motivated are due to laziness and non cooperation with the fellow students. Although the students from the two learning system get motivated, students from collaborative learning are motivated more than those in the traditional classroom learning. Most of the schools should therefore adopt this form of learning since the students will be motivated to study more. The table below shows the level of motivation in science subjects of students who attend collaborative those who attend traditional classroom (Samuelsson, 2010, p.67). collaborative classroom motivated 84% 60% Not motivated 16% 40% Question 3 Is there any difference in socialization between students who attend collaborative learning and those who attend collaborative learning and those who attend traditional classroom? There is a significant difference in the socialization of the two sets of students. 29 teachers pointed out that those students in collaborative learning have very good social relation skills due to their interactions in the school. The students develop wholly and are proficient of interacting with people of diverse background and cultures. These students do most of their studies in groups and therefore they are able to understand different personalities and attributes. The students are able to accommodate different opinions even if they work against them. 1 of the teachers argued that the students’ social life is affected negatively since they are used to interacting with limited number of people. On the other hand 19 teachers indicated that students’ social life in influenced positively by the traditional classroom learning. They argued that social life is determined by the students’ life outside the classes. 11 of the teachers were of the view that the students are not given enough exposure therefore they develop a negative social skills (Mason, 1972, p.87). social life collaborative classroom positive 29 19 negative 1 11 Limitations of the study The research on impact on collaborative learning on students had significant limitations which may influence the outcome. The sample size used was too small therefore the level of significance of the study would make the decision to be rejected. The research of the study only concentrated on science subjects therefore it would not give a clear impact of collaborative learning. Most of the teachers who were interviewed have a background of collaborative learning since most of them have not taken part in traditional classrooms for a long period. This may have hade a significant impact on the impact on the responses which they gave. The responded of these questions were not competent since they did not have full knowledge of the impact of the learning system on the children, parents and children may have given better responses on some of the issues on the study. The research was time consuming since the questionnaires required time to be filled and then collected. The analysis of the data collected was complex since the responses of the research had a lot of information (Syh-Jong, 2010, p.58). Recommendation The domino effect of the examination point out that collaborative learning had a positive outcome on the achievement of students. The research also indicated that collaborative learning improves the student social skills and improves his motivation in different aspects. According to Roberts virtual learning is essential in influencing the performance of children in elementary school (Roberts, 2004, p.56). Collaborative learning method impacts positively on the performance of children, as opposed to traditional methods. Similarly, Dillenbourg came to the same conclusion on the influence of collaborative learning on the performance of children (Dillenbourg, 1999, p.76). Traditional classroom learning should be upgraded so as to allow the students to interact and work together. Students in all schools should be given enough time to interact and work together as this will motivate them in their studies. References Ajaja, O & Eraywoke, O (2010). Effect of cooperative learning strategy on Junior Secondary School Students achievement in Integrated Science. Electronic Journal of Science Education, Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: a handbook for college faculty. San Francisco: Jossey-Bass. Chin-Fei, H. & Chia-Ju, L. (2012). Exploring the influences of elementary school students learning motivation on we-based collaboration learning. Kaohsiung: National Kaohsiung Normal University. Dillenbourg, P. (1999). Collaborative learning: cognitive and computational approaches. Amsterdam: Pergamon. Gillies, R. M. & Ashman, A. F (1996). Teaching collaborative skills to primary school children in classroom based work groups: learning and instruction. Brisbane: University of Queensland. Haghighi, A., Vakil, R., &Wetiba, J. (2006). reverse-traditional/hands-on:?an alternative method of teaching statistics. Applications and Applied Mathematics :?An International Journal.  Mason, E. (1972). Collaborative learning. New York: Agathon Press. Roberts, T. S. (2004). Online collaborative learning theory and practice. Hershey PA: Information Science Pub.. Samuelsson, J. (2010). The effect of peer collaboration on children’s arithmetic and self-regulated learning skills. Stevens, R. J. & Slavin, R. E (1995). The cooperative elementary school: effects on students’ achievements, attitudes, and social relations. Maryland: John Hopkins University. Syh-Jong, J. (2010). The impact on incorporating collaborative concept mapping with co teaching techniques in primary science classes school science and mathematics. Chung-Yuan Christian University. Wei-Fan, C. & Chung-Pei, C. (2011). Effect of varied types of collaborative learning strategies on young children: an experimental study. Pennsylvania: Pennsylvania State University. Appendices Table 1 The table shows the mean average point of students in collaborative learning and traditional learning. According to the table students in the collaborative learning had a higher mean, than students in the traditional learning. This shows that collaborative learning has a positive effect on students. item classification N Mean S.D t-value P collaborative learning 30 3.6 1.10657 traditional method of teaching 30 2.8 0.28674 collaborative and performance -2.36009 0.0258 traditional and performance 2.005 8.54 . Table 2 The table shows the performance of science in the school against the school mean point of all subjects. years mean point mean for science 1960-1965 55% 55% 1965-1970 60% 54% 1970-1975 60% 56% 1975-1980 55% 52% 1980-1985 48% 49% 1985-1990 58% 54% 1995-2000 60% 56% 2000-2005 58% 57% 2005-2010 58% 60% 512% 493% total 56.89% 55% mean Table 3 The table shows how students performed by use of traditional methods and collaborative methods. Students who used collaborative learning managed higher grades, than those who used traditional method. individual 1 individual 2 individual 3 individual 4 group assignment 1 55% 60% 70% 65% 74% assignment 2 60% 65% 74% 70% 80% assignment 3 64% 70% 80% 78% 90% assignment 4 65% 68% 82% 80% 86% assignment 5 59% 63% 78% 85% 90% assignment 6 68% 75% 85% 82% 85% assignment 7 60% 64% 78% 76% 80% assignment 8 64% 60% 80% 75% 85% 495% 525% 627% 611.00% 670% total 61.88% 65.63% 78.38% 76.38% 83.75% mean Figure 4 Questionnaire I am very grateful to you for agreeing to take part in the interview to compare the effect of using collaborative learning in elementary School Science classes in the final grade, as opposed to traditional methods. The information collected by the interview will be used for a qualitative research study on collaborative learning with your approval. Before we start, I would gladly state that you are a volunteer in this interview. I would like to take the permission from you to record your voice during the interview and this interview will be very confidential. You are at liberty to discontinue the interview at any time you want; you may leave a question if you don’t like to answer. Your responses to the interview questions will remain unknown. If you don’t prefer to take part, there will be absolutely no negative consequence. Questions that will be used in a semi-structured interview: 1. Are you happy with the current methodology of teaching being followed in elementary School Science classes? If not, why? 2. What is it specifically that you’d like to change in the education method? 3. What do you think of the term ‘collaborative learning? Does your thinking change if collaborative learning is mentioned in regards with elementary science class? If yes, why? 4. Are you a fan of traditional learning? What are the pros of the traditional learning? Do you think it is more useful for elementary classes or for higher education? 5. What are the pros and cons of collaborative learning? Does the same picture (your perception about collaborative learning) change in regards with elementary science classes? 6. Have you ever experimented collaborative learning with students? How good/bad were the results? Do you think the same good/bad results will happen if applied to elementary science classes? 7. Regarding collaborative learning, the first thought that comes to mind is ‘sink or swim together’ (the whole group fails, or the whole group succeed), do you think that’s a dangerous thing or does that put the group in one of the potential winners? 8. How well does ‘learn by teaching’ work in a group study situation? Do you think each individual would/should be put through the same set of tasks as a responsibility or the groups will decide among themselves; assigning different tasks for each one which appropriate for their skills? 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