A Case Study on The Implementation of Collaborative Learning in The Malaysian Lower Secondary Classroom

Abstract

Collaborative learning is a highly effective approach that can yield numerous benefits for students, such as enhanced learning outcomes, improved communication skills, increased motivation, and better preparation for the demands of the workplace. The study aims to investigate the effectiveness of collaborative learning in the classroom and the factors that affect students’ participation in collaborative learning activities in Malaysian secondary school. Data were collected using qualitative methods, including group observation and semi-structured interviews. The results indicated that most students had positive perceptions towards collaborative learning in the classroom and agreed that collaborative learning helps them in the achievement of learning goals if certain criteria were met. These included the role of the teacher and the role of the group members. The role of the teacher was perceived as crucial in providing direction and guidance for the collaborative activities to ensure successful learning outcomes. Participants felt that better outcomes would also result from collaborative learning if the group could choose its own members. Reasons that hindered students’ active participation or caused reluctance towards collaborative learning were their own self-image and perceptions of their own ability. Personality clashes, lack of cooperation among group members and unclear instructions or lack of guidance from the teacher were also stated as obstacles towards a successful collaborative learning experience.