RTL2 Assessment 2

Research Question: How do collaborative learning strategies impact student engagement in

secondary classrooms.

Literature Review

The concept of Collaborative learning can be summarised as an instructional model in which

students work in pairs or small groups to achieve shared learning goals (Barkley, Cross & Major,

2014). In regard to literature, this approach to learning has prescribed social and personal benefits

which in turn relate to academic achievement (Barkley, Cross & Major, 2014; Burns, Pierson &

Reddy, 2014). Regarding collaborative learning, there are different modes in which this type of

learning is implemented within classrooms. In regards to student engagement, the definitions of this

concept can be summarised a student’s connectedness, active involvement to learning experiences

while in the classroom (Axelson & Flick, 2010; Trowler, 2010 & Reeve, 2012).This literature review

will aim to develop professional knowledge within the field and to answer the question at focus

“How do collaborative learning strategies impact student engagement in secondary classrooms”.

The first aspect of collaborative learning that will be analysed in this literature review is the use of

small sized group work. In relation to this concept of collaborative learning, literature by (Mazur,

Brown & Jacobsen, 2015) analysed this form of collaborative learning within the classroom and

suggests that incorporating small sized groups is a beneficial tool for engaging students as it allows

students to problem solve with peers while making connections to class work. This literature further

explains that student engagement is achieved within this concept when students are able to

complete tasks in which allow students to recall, organise and utilise prior knowledge. While

remaining on this topic, literature by (Stump, Hilpert, Husman, Chung & Kim, 2011) highlights that

for students to be engaged within collaborative learning and specifically small sized groups. Students

must be grouped with other students of similar capabilities in order for students to be able to be

engaged. While remaining on the concept of engagement and small sized groups in collaborative
learning, literature by (Laal, Laal & Kermanshahi,2012; Ayçiçek & Yanpar Yelken, 2018) suggests that

student engagement can be enhanced through the use of tasks that are competitive in nature,

requires individual effort and tasks that require whole team efforts. Upon analysing relevant

literature within the field, it’s evident that this collaborative learning strategy improves the

engagement of students in secondary classrooms.

In relation to Collaborative learning and 21st century learning skills, recent research in regard to

collaborative learning has focused upon the implementation of ict and its benefits within this

domain. In relation to research, literature by (Pang, Lau, Seah, Chong & Low,2018) addressed this

area in relation to students who exhibit social challenges. Ultimately this research found that

implementing ict based collaborative activities provided a limited capacity to engage students. This

was ultimately due to students becoming distracted when utilising ict. Remaining on this topic a

relevant literature within the field, literature by (Gomez, 2016) ultimately found that collaborative

learning activities associated with ict was beneficial and engaged students. These findings are

congruent to the findings seen in research by (O’Malley, 2012). In regards to this research, this

research suggests that implementing ict in collaborative activities that focus on problem solving is

beneficial in engaging and students, the reasoning behind this is that students work together to find

solutions to challenges. Upon analysing these different sources of literature, different results make it

uncertain whether or not this collaborative learning strategy negatively or positively impacts student

engagement within secondary classrooms.

The next collaborative learning strategy that will be analysed is collaborative problem solving. This

strategy involves students working in groups to solve problems. In regard to literature, (Mirza,

Hussain, 2014) analysed this teaching strategy in relation to solving problem in a secondary

mathematics classroom. This research interviewed students and used teacher observations to gather

data. The results from the research show that both students and teachers felt as if students were

engaged and motivated during collaborative problem-solving activities (Mirza, Hussain, 2014). In
relation to relevant literature in the field, research by (Nordin & Osman, 2018) suggests that

collaborative problem solving provided a positive impact within student engagement in secondary

classrooms. Furthermore, literature by (United States Department of Education, 2011) utilises

collaborative problem solving throughout its curriculum and programming and believes that this

strategy is effective in improving student engagement. Through analysing relevant literature in

relation to collaborative problem solving. It’s evident that this collaborative learning strategy

positively impacts student engagement within secondary classrooms.

The next collaborative learning strategy that will analysed within this literature review is the strategy

of Think Pair Share. Essentially this strategy involves students working collaboratively in pairs to

discuss and find solutions to questions given by a teacher (Kaddoura, 2013). In regard to this strategy

and student engagement, research conducted by (Kaddoura, 2013) highlights the benefits of this

collaboratively teaching strategy and suggests that this is most effective for engaging students at a

start of a lesson. To further illustrate the positive impact that think pair share activities have on

student engagement within secondary classrooms, research by (Kothiyal, Majumdar, Murthy, S., &

Lyer) explores the concept through classroom observations and student surveys. Ultimately this

research found that students behaviour and engagement improved during think pair share activities.

While remaining on the concept of think pair share, relevant literature by (Sanjaya, 2013) also

suggests that this is an effective strategy for improving the engagement of student. This research

analysed the benefits of this collaborative learning strategy in relation to descriptive writing.

Ultimately, this research noted that this approach within the classroom not only improved student

engagement but also their descriptive writing. Through analysing relevant literature in the field of

collaborative learning, it’s evident that the collaborative learning strategy of think pair share is a

beneficial strategy for positively impacting student engagement within secondary classrooms.

In conclusion, this literature review analysed the question “How do collaborative learning strategies

impact student engagement in secondary classrooms”. In order to find this answer, this review
analysed collaborative learning strategies such as small sized group work, Ict supported collaborative

learning, collaborative problem solving and lastly think pair share learning activities. The first

collaborative learning strategy that was analysed was small sized group work. Ultimately literature

showed that this collaborative learning strategy positively impacted student engagement within

secondary classrooms. The next collaborative learning strategy that was analysed was ict supported

collaborative learning. In relation to literature there was conflicting evidence wethere or not this

collaborative learning strategy either positively or negatively impacted student enagement within

secondary classrooms. In relation to collaborative problem solving, literature showed that this

collaborative learning strategy provided a positive impact within secondary classrooms. Lastly, think

pair share activities were analysed. Research showed that this collaborative learning strategy

provided a positive impact on secondary classrooms, in particular when implementing this strategy

at the start of classroom activities. Through synthesizing relevant literature, it is clear that

collaborative learning strategies positively impact student engagement within secondary classrooms.
Part B Data Collection Protocol

Dear Potential Participant:

I am working on a project titled “What factors enhance student engagement in secondary classrooms” for
the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project, I
am collecting information to help inform the design of a teacher research proposal.

This interview process will look at the topic “How do collaborative learning strategies impact student
engagement in secondary classrooms. From this interview I would like to gain information that relate to
your experiences using collaborative learning strategies within the classroom, the concept of student
engagement and how these two concepts influence each other.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to participating in the interview and giving information for data collection purposes.
 I understand that my involvement is confidential, and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
The following method is the protocol in which data from the interviews will be collected.

Interview protocol: Establish the teachers name, their subject area and context of the interview at

the very beginning of the interview process. The interview consent form will be handed out and will

be discussed before the interview is conducted for ethical purposes. The interview process will last

for 5-15 minutes and will be semi-structured. Possible interview questions will be shown below,

these questions will relate to the literature review.

1. Do you implement Collaborative learning strategies within your classes, if so what strategies

are they?

2. When do you implement collaborative learning strategies?

3. How do you measure student engagement within the classroom?

4. In relation to student engagement, do you believe collaborative learning strategies positively

impact or negatively impact student engagement?

5. Is there a particular collaborative learning strategy that you like to implement the most, if so

why is it?

6. Do you believe student engagement is influenced by external factors (e.g. time of the day,

content)?

7. In relation to collaborative learning strategies, do you implement these at the beginning,

middle or end of the lesson?

8. Following on from the previous question, why do you implement collaborative learning

activities at that particular time of a lesson?

9. From your professional experience, do you believe that collaborative learning strategies

work best in small groups or larger groups?

10. When implementing collaborative learning strategies within your classroom, do you believe

using ICT engages or disengages students?

 Coding Themes

CL = Collaborative learning SE = Student engagement TE = Teacher experiences

TB = Teacher beliefs

Part C: Explanation

Semi structured interviews are a unique approach to research due to its flexibility, it allows the

researcher to address specific domains of a research question while leaving enough space for

participants to offer new meaning to the topic being investigated (Galletta, 2013). This approach

has been used to target personal opinions relating to collaborative learning strategies and

student engagement. This semi structured interview was designed to be utilised in a relaxed

setting which incorporates open ended questions, various question types, to invite participants

to explore and reflect upon their teaching practice, experiences and beliefs in order for the

researcher to gain a deeper understanding of the associated targeted concerns (Doody, 2013;

Kallio, Pietilä, Johnson & Kangasniemi, 2016).

The literature review focused on collaborative learning strategies and their impact on student

engagement in secondary classrooms. The findings from the literature review found that

different collaborative learning strategies had different impacts In relation to student

engagement. Through using semi structured interviews, this research question will be analysed

through the perspectives of teachers. Literature by (Pathak, Intratat, 2016) suggests that this

approach to collecting data is beneficial as it allows a two way mode of communication which

invites the interviewee to freely share their thoughts which is in turn generates useful data. In

relation to collecting data, a key way to ensure that the information that is being recorded and

synthesised properly is to use the concept of coding. The concept of coding within semi
structured interviews is highlighted in literature by (Galletta, 2013) as beneficial tool for

comparing and contrasting information between interviewees. In relation to conducting

research, the concept of coding will be used within the data collecting process. Data from the

interviews will be assorted into the following categories: Collaborative learning (CL), Student

engagement (SE), Teacher experiences (TE) and Teacher beliefs (TB). Utilising the concept of

coding will be beneficial in synthesizing the data while highlighting the different themes and

perspectives from interviews.

In relation to the contribution to the overarching topic of the group, the research conducted

within this sub topic has a great emphasis on student engagement within secondary classrooms

and thus contributes significantly to answering the overarching topic of “What factors enhance

student engagement secondary classroom”. In addition to this, the subsequent approaches to

data collection of surveys and classroom observations have the ability to identify different

aspects of classroom engagement within secondary classrooms. Through utilising these different

methods of research collection, the process of triangulation can be achieved. Essentially, this

concept refers to multiple methods or data sources in qualitative research to develop a

comprehensive understanding of a phenomena in question (Carter, Bryant-Lukosius, DiCenso,

Blythe & Neville).

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