Effects of Group Work on the Academic Performance of High School Students in EMI Classrooms in Riyadh

Abstract

The present study investigates the effects of group work on the academic performance of high school students in English as a Medium of Instruction classrooms in Riyadh. Recognizing the growing prevalence of EMI environments and the unique challenges non-native speakers face, the research aims to explore collaborative learning dynamics and their impact on student outcomes. Using a mixed-methods approach, approximately 60 tenth-grade students were divided into groups across three classes of varying sizes, participating in a structured group work intervention over two months. To test if group work had any effects on students' academic performance, pre-tests and post-tests in chemistry were held to compare their results before and after group work was implemented for 2 months. Also, the present study analyzed patterns of interaction the students had by gathering qualitative observations and surveys from students and their respective teacher about the students' experiences and the drawbacks they faced during group work. The results indicate a significant increase in average post-test scores, with smaller class sizes yielding more substantial academic gains. Findings reveal that group work enhances comprehension and retention and fosters a supportive learning environment that encourages peer interaction, critical thinking, and communication skills. The present study contributes valuable information about the effectiveness of group work in EMI settings by highlighting group work's potential for improving educational practices and informing future research on collaborative learning in EMI classrooms.