Comparative analysis of student performance in collaborative problem solving: What does it tell us?

Scoular, Claire; Eleftheriadou, Sofia; Ramalingam, Dara; Cloney, Dan

doi:10.1177/0004944120957390

Cited by 7 publications

(3 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Australian stakeholders place engagement at the beginning of learning, which agrees completely with the constructivism approach to teaching and learning and the adopted approach to this current study. One of the problems teachers faces is selecting an appropriate approach to teaching a certain kind of knowledge (Scoular et al, 2020). The 7E-IIM integrates multiple methods such as inquiry learning, game-based learning, and problem-solving learning approach with states of matter topic across the 7E learning cycle.…”

Section: The 7e-inquiry Integrated Module Conceptual Frameworkmentioning

confidence: 99%

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

2023

View full text Add to dashboard Cite

The present study was undertaken to investigate the 7E-inquiry integrated module (7E-IIM) effect in fostering form two junior secondary school students’ science process skills (SPS). This study employed pre-test, post-test, and delayed post-test quasi-experimental design. 73 students aged 12 years on average constitute the sample of this study. The science process skills test was used to measure the participants’ process skills; meanwhile, the Lawson classroom test of scientific reasoning was administered to classify the participants into the concrete and formal cognitive developmental levels. Repeated measure ANOVA and independent Mann-Whitney U test were used for data analysis. The repeated measure ANOVA findings indicated a significant mean difference between experimental and control groups (p<0.05). However, no significant difference existed in student’s SPS between concrete and formal cognitive levels in the experimental group (p>0.05). On the contrary, there is a significant difference in student’s SPS between concrete and formal cognitive levels in the control group (p<0.05). Overall, the 7E-IIM effectively promotes students’ SPS regardless of their cognitive developmental level. Instructors are therefore recommended to adopt the 7E-IIM in fostering students’ process skills to close the gap in students’ learning differences and difficulties.

show abstract

Section: The 7e-inquiry Integrated Module Conceptual Frameworkmentioning

confidence: 99%

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

2023

View full text Add to dashboard Cite

show abstract

“…Several validation studies have shown that PISA 2015 CPS is "functioning reasonably well" [48 p.12]. Scoular et al [48] demonstrated that the CPS test was measuring an assumed unidimensional collaboration construct using item response theory analysis on PISA data. Additionally, they found the test to have a good coverage of items, with most showing moderate difficulty level, and be sufficiently sensitive to differentiate students with varying collaborative abilities.…”

Section: Plos Onementioning

confidence: 99%

“…Expanding on the concept of valuing teamwork, although it provides certain advantages and can increase individual willingness to collaborate, it does not necessarily lead to more significant contributions to successful problem-solving. Effective collaboration requires shared responsibility and a dynamic distribution of labour [48]. Team members who exhibit reduced effort in group work (i.e., social loafing) [58] or lack competency [23] can dramatically impair the overall team performance, as it places additional burdens on other team members to compensate and strive towards achieving team goals.…”

Section: The Relationship Between Collaboration Dispositions and Stud...mentioning

confidence: 99%

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Tang,

Liu,

Milner-Bolotin

2023

PLoS ONE

View full text Add to dashboard Cite

Collaborative problem-solving (CPS) competency is critical for 21st century students. However, reports from the Programme for International Student Assessment (PISA) 2015 have revealed significant deficiencies in this competency among young students globally, indicating a critical need for the cultivation of CPS skills. Therefore, it is essential for educators and researchers to examine the factors that influence CPS competency and understand the potential role of CPS in secondary education. The present study aims to investigate the relationship between collaboration dispositions and students’ CPS competency as well as the relationships of CPS competency and inquiry-based science instruction (IBSI) with science achievement using the PISA 2015 data. A total of 408,148 students from 52 countries and economies (i.e., regions) were included in our analysis. Unlike most previous studies that only investigated one country at a time and neglected the multilevel data structure of PISA, this study provided a global view through adopting multilevel modeling to account for the cluster effect at the school and country levels. Our findings revealed that valuing relationship was positively associated with CPS, whereas valuing teamwork was negatively associated with CPS. Furthermore, CPS competency was found to be a dominant and positive predictor of science achievement among all study variables, underscoring the importance of integrating CPS into teaching practices to promote student success in science. Additionally, different IBSI activities show varying relationships with science achievement, indicating that caution should be taken when recommending any specific practices associated with IBSI to teachers.

show abstract

Collaboration in East Africa: A Contextualised Approach to Defining the Construct

Scoular,

Otieno

2024

The Enabling Power of Assessment

View full text Add to dashboard Cite

Collaboration has been highlighted internationally as a key skill for learning, working, and living in the twenty-first century. However, to teach it well, enhance its performance, and measure its growth, it is essential to have a clear and consistent definition of the skill. There are a number of frameworks that describe collaboration in a way that is meaningful to learning and growth. Despite some differences across frameworks, it is clear there is a common core set of contributing subskills. This suggests that collaboration is of global interest, and that there are components that transcend national or cultural specificities. Notwithstanding, definitions and frameworks need to be suitable for the context in which they will be applied, ensuring the approach is integrated and sustainable in education systems. One focus of the ALiVE project was to develop a collaboration framework suitable and relevant for the sub-Saharan African context. The approach included auditing frameworks internationally, curricula regionally, and conducting an ethnographic study. The resulting framework was used in the development of assessment tasks to sample the skill among adolescents in Kenya, Tanzania, and Uganda. The issues highlighted in this chapter reveal the need for further study of collaboration in specific contexts in order to understand local variations and ensure optimal approaches to measurement.

show abstract

Comparative analysis of student performance in collaborative problem solving: What does it tell us?

Cited by 7 publications

References 34 publications

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Collaboration in East Africa: A Contextualised Approach to Defining the Construct

Contact Info

Product

Resources

About