1 to 5 Instructional Grouping Influences on Students’ Capacity Building

Abstract

The aim of this study is to examine the influence of one to five group formations on students’ capacity building. One hundred eighty students from Arba Minch University, College of Natural Science were selected as samples for this study. The data were collected by observation and from the questionnaire filled by the respondent. Empirical and theoretical findings obtained from this study will contribute to evaluating 1 to 5 grouping influence on statistics student’s capacity building in the University. The findings will help in the formulation of national and local teaching methods which is appropriate for the statistics course. A randomized complete block design model was used to compare students’ performance in classroom activities by using different study methods including 1 to 5 grouping. It was observed from experience that all the participants indicated they prefer to remain silent than to give a wrong answer when they do individually, and students’ participation was to a large extent influenced by the kind of feedback they get from their classmate when they answer a question. The findings revealed that, in 1 to 5 grouping, students had the willingness to answer questions in class. The results also show that 1 to 5 grouping was helpful in promoting a good classroom environment which is free from intimidation and fear of participation to see mistakes as part of the learning process and lead to the creation of new knowledge. Finally results indicated that students perform better regarding grade point activity/GPA when they study in 1 to 5 grouping.