Simplicities and Complexities of the Effect of Collaborative Learning Contexts on Academic Achievement

Abstract

This study was designed to find out if the effect of the collaborative peer learning context on students' academic performance would be direct or indirect A stratified random sample of 600 students was drawn from all the 4 day secondary schools in Sekondi-Takoradi. The paper-and pen questionnaire was used as the data collection tool. Through the use of multiple regression procedures, the results of the data analysis showed that the collaborative peer learning context did result in excellent academic performance of students. The results indicated, however, that the effect was indirect. First, the learning context boosted the student's self-efficacy; the boosted self-efficacy energized the student to make an extra effort to study, and the extra effort resulted in the wonderful academic performance of the student. On the basis of these findings the attention of theorists, researchers, and teachers is drawn to the need to use strategies in the classroom and in the school to boost students' self-efficacy. Teachers are also advised to draw students' attention to the need to make the effort to study hard in order to make the grade.

Keywords: Collaborative Learning; Academic Achievement, Peer Learning, Self-Efficacy.

International Journal of Educational Research Vol. 3 (1) 2007 pp. 147-160