Effectiveness of Group Work In Promoting Student Learning Summary

Effectiveness of Group Work In Promoting Student Learning
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Effectiveness of Group Work in Promoting Student Learning
Introduction
In most contemporary educational curriculums, more focus is made on how well students can gain full knowledge without solely depending on what the teacher or an educator gives in class. With the significant changes and shifts in how the teaching and learning in education are changing, more active and involving approaches have been incorporated in the curriculums to make students gain more from their teachers and peers (Hammar-Chiriac 2014, p.176). In this light, group work is a common way that active and peer-to-peer learning is achieved in different schools worldwide.
While examining active learning in modern education systems, it is essential to note that it involves various broad perspectives of events, such as outdoor activities and collaborative learning or small study groups (Gillies & Khan 2009, p.56). Although some of the students may find it hard to work in groups, proper planning and the design in which the study groups are set up will make the students who study in the group work to realize the best outcomes during evaluation because research suggests that students learn best when they participate in active learning.
While choosing the topic on the 'effectiveness of group work in promoting student learning,' there were motivations that lead to this topic's choice. Students who participate in active learning, for example, group work and outdoor activities, have a higher probability of getting better grades and a wider understanding of topics because there is an interaction between them and other peers. With better rates, there comes the satisfaction of academic achievements that makes the school and learning environment interesting for the learners (Hammar-Chiriac 2014, p.156). Consequently, through group work, for active learning to bear maximum positive effects on the learners, there must be a comprehensive layout and planning to realize the desired outcome.
The essence of structure and planning in the group work to realize effective results in promoting student learning was a significant motive for the topic's choice. For example, suppose the group members who are to work together do not receive proper instructions on what they should do and the subsequent outcome that is expected from them. In that case, there is a higher probability that they would have a dreaded and repulsive feeling that is sometimes referred to as group hate – a sense of finding it hard to work with other in-group to achieve a specific learning outcome.
Consequently, group work to promote student learning is pegged on the fundamental principle that students remember better what they discuss with other peers. For example, if a comparison is made by evaluating the retention space in classes and those in group discussions, a conclusion would be made that students will remember more from their group work discussion more than they will remember what the teachers in class give them. For example, Hammar-Chiriac (2014) argues that active learning is essentially a better way of keeping retention i...