The aim of this research project was to examine how group discussions influence
student performance in a DoE prescribed Life Sciences activity. The research
methodology draws on collaborative group work and learner oriented assessment
frameworks. The case study was conducted in a suburban high school in south
Gauteng. Students were explicitly taught collaborative group work skills. As
group work discussions are dependent on subject content knowledge, students
were required to complete the assessment activity individually first. Students
were placed in groups of four or five that were academically heterogeneous, in an
attempt to encourage robust discussions. Following group work discussions
students completed a final write up of the assessment activity. Findings from the
research showed a statistically significant improvement in the mean pre group
work assessment score to the post group work assessment score. All students
were found to interact in a co-regulated way in that all were active participants.
Each group had at least one member who was a hitch hiker. This student was
unprepared and was the most disengaged and passive throughout the group work.
The hitch hiker tended to have the lowest post group work activity score for their
group. The student whose post group work activity score was the highest was the
one who was the most prepared and except for a student whose home language
was not the LOLT all others were the most active in their groups. Student
discussions were dependent on subject content knowledge. Where subject content
knowledge was sound, discussions resulted in cognitive conflict allowing for the
social construction of knowledge. Poor content knowledge resulted in discussions
which left students confused and seeking help from the teacher. Whilst most
students perceived the group work to improve their understanding of the work,
the heterogeneity of the groups was raised as a concern by a hitch hiker and
students who obtained the highest post group work assessment scores. The
hitchhiker in one of the groups perceived that she was not taken seriously, whilst
the high academic achievers felt that they were providing information to students
who were not well prepared. Most students valued the group work activity and
recommended its use for future Grade 11 Life Sciences students.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/12441 |
| Date | 19 February 2013 |
| Creators | Woolway, Jennifer Jean |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf |
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