Improving the Cooperation of 9th Grade Students at a Technical High School in St James in Group

Learning Activities

NAMES OF GROUP MEMBERS ID#

Jennel Tulloch -Passley 2201012741
Wendy Bonner- Francis 2101013725
Nadeisha Patterson 2017003004
Shea Chambers 2201013051
Theresa Stewart 2201012737

Action Research – ED526

Vocational Training Development Institute

School of Education and Professional Studies

Mr. Karim Russell

March 18, 2023

GENERAL INSTRUCTIONS:
(a) Reflect and generate ONE (1) action research title/focus and justify your selection.

(b) Develop research questions aligned to the selected research title/focus.

Topic:

Improving the Cooperation of 9th Grade Students at Herbert Morrison Technical Engaged in Group

Learning Activities

Justification:

According to Mouw et al. (2019), group learning activities (GLAs) are commonly used curriculum

activities in education in which students work on a collaborative project during a time period longer than

one lesson. Group learning activities help students to develop important skills needed to succeed in school

and in their professional lives. It helps them to think critically, learn to delegate responsibilities, and share

their different perspectives and knowledge. Research has shown that group learning activities have

produced greater academic achievement than individualistic learning and also increases student

performance when compared to non-cooperative learning activities (Backer et al., 2018).

Consequently, group learning exercises are not always effective and do not always result in the learning

objectives being met. Students frequently object to group learning activities for a variety of reasons, such

as personal objections, animosity amongst group members, communication problems, or the perception

that certain students perform less work in groups. However, Brame & Biel (2015) notes that it is

important as educators to ‘train’ students to work in teams and learn how to work with each other. Brame

& Biel (2015) particularly emphasized the value of carefully planned interactions to support students in

creating group contracts, identifying their individual duties, setting milestones, and coming to agreements

on the repercussions of failing to accomplish specific tasks.

The traditional classroom rarely supports group collaboration but it has become increasingly important to

focus on maximizing group learning engagements. In order to achieve cooperative attitudes in students so

that they can engage properly in group learning activities, it is important to investigate the different

approaches that could potentially aid in improving cooperation. With the right cooperative attitudes,

students are able to positively collaborate and increase their ability to learn.
Research Questions:

1. What are the indicators of cooperative attitudes in students?

2. What is the role of the teacher in developing cooperative attitudes in students?

3. What strategies are more beneficial when managing group learning activities at the secondary

level?

4. What approaches can teachers use to improve the cooperation among students engaged in group

learning activities at the secondary level?

References Purpose/focus Variables/Central Methodology Types Major

(APA) of article Phenomena of Conclusion/findings
identified Source
The Literature Review

Introduction

Background on the topic/aim and rationale

Importance of the research/significance of the educational issue
Overview of the ensuing discussion/what is already known about the topic

Literature matrix

Discuss any gaps in sources/alternative view points

References

Backer, J., Miller, L., and Timmer, M. (2018). The Effects of Collaborative Grouping on Student

Engagement in Middle School Students. https://sophia.stkate.edu/maed/280

Brame, C., & Biel, R. (2015). Setting Up and Facilitating Group Work: Using Cooperative Learning

Groups Effectively. Vanderbilt University Center for Teaching. http://cft.vanderbilt.edu/guides-

sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/

Mouw, J., Saab, N., Pat El, R. J., & van den Broek, P. (2019). Student- and Task-Related Predictors of

Primary-School Students’ Perceptions of Cooperative Learning Activities. Pedagogische

Studiën, 96(2), 98-122. http://www.pedagogischestudien.nl/download?

type=document&identifier=691191