Abstract
Group learning has become a common practice in schools and tertiary institutions. It provides more comfortable and supportive learning environment than solitary work. It fosters critical thinking skills, develops individual accountability, increases levels of reasoning and positive interdependence, improves problem-solving strategies and internalizes content knowledge. But many factors influence the group relation, such as members’ perceptions, attitudes and willingness to cooperate and contribute as a team. Therefore, this study was conducted on students’ perceptions and attitudes towards the usefulness of group work mainly, and how the students evaluate factors that may affect their participation specifically. This cross-sectional study was conducted in Bule Hora University from February to June, 2015. Quantitative research approaches had been applied; using semi-structured face-to-face interviews and focus group discussion with Biology students and Instructors. Of the total number of 47 students who participated in the study, 25 (53%) of the students’ responded that they prefer group work than other types of assessment while few of them 4 (8.51%) replied that they disagree with group work use. The results indicated that students had misconception on objectives of group work and they perceived group work as a means of getting pass mark than seeing it as a means of learning cooperatively through activity. Key words: Group work, biology, students’ perception, Bule Hora, Ethiopia.
Highlights
Group learning, which is often used interchangeably with collaborative learning, cooperative learning, peer learning, community learning and constructive learning, has become a common practice in schools and tertiary institutions (Ward and Masgoret, 2004)
Group learning has become a common practice in schools and tertiary institutions
Of the total number of 47 students who participated in the study, 25 (53%) of the students’ responded that they prefer group work than other types of assessment while few of them 4 (8.51%) replied that they disagree with group work use
Summary
Group learning, which is often used interchangeably with collaborative learning, cooperative learning, peer learning, community learning and constructive learning, has become a common practice in schools and tertiary institutions (Ward and Masgoret, 2004). Campbell and Li (2006) say that the aim of group work is to increase students’ understanding of teamwork, and to enable them develop skills in coordination, collaboration, contribution, sharing, and dedication. It benefits students in promoting retention rates, transferring knowledge, providing counseling with cognitive, physical, social, and emotional problems, and enhancing their intercommunication skills (Porter, 2006). This type of practice puts bright and hardworking students at unfair disadvantage and rewards dull and lazy ones, and promotes laziness and irresponsibility at the sacrifice of the efforts of hardworking students (Campbell and Li, 2006)
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