Research has revealed that the number of hours that a teacher spends in collaborative classroom learning has a direct correlation to the student learning outcomes. Teachers who spend more days in the classroom helping students to solve Maths problems have been seen as more effective in their teaching. In addition, students learning in a school that fosters collaborative learning have been found to score higher than their counterparts (Bland, 2012). However, a group comparison of the success of students whose teachers spend more hours in collaborative learning is not the best approach.
Students have diverse capabilities in terms of learning. As such, the success of a whole class (computed by subtracting the pre-test scores from post-test scores of the entire class) may not necessary reflect the success of individual students in the class. For instance, the improvements made on the results of the test may be due to improved performance of just a few students in the class. In the long-run, the results will be projecting the wrong belief: that overall performance of the class has improved (Higgins et al, 2011). For example, the data used in determining the results of collaborative learning should be based on the hours that a teacher spends in such an endeavor and the scores of each and every student in the class.
Consequently, the scores that need to be used are those of specific students before the commencement of collaborative learning and those that each student will score on the test after the collaborative learning. This way, the analysis will be in a position to show exactly whether there was an actual improvement on the specific learners (Alvarez, Alarcon, & Nussbaum, 2011). Otherwise, group analysis cannot reveal the real success or failure of the collaborative learning efforts.
Alvarez, C., Alarcon, R., & Nussbaum, M. (2011). Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process. Journal of Systems and Software, 84(11), 1961-1976.
Bland, K. D. (2012). Relationship of Collaborative School Culture and School Achievement.
Higgins, S. E., Mercier, E., Burd, E., & Hatch, A. (2011). Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. International Journal of Computer-Supported , 6(4), 515-538.