Design of Collaborative Learning Approach-based Activities in Malaysian Lower Secondary Science Textbooks: A Qualitative
Content Analysis
Venosha Ravana1, Wong Seng Yue2*, Chua Kah Heng3, Sarala Thulasi Palpanadan4
1 Institute for Advanced Studies, University of Malaya, 50603 Kuala Lumpur, Malaysia
2 Centre for Internship Training and Academic Enrichment (CITrA), University of Malaya, 50603 Kuala Lumpur, Malaysia
3 Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia
4 Center for Language Study, University Tun Hussein Onn Malaysia, 86400 Batu Pahat, Malaysia
*Corresponding Author: [email protected]
Received: 27 May 2023 | Accepted: 10 July 2023 | Published: 30 July 2023
DOI:https://doi.org/10.55057/ajress.2023.5.2.23 __________________________________________________________________________________________
Abstract: The latest science curricula in Malaysian secondary schools follow the Integrated Curriculum for Secondary School (KSSM), designed to develop students’ scientific knowledge, skills and competencies, attitudes, and values. Textbook designers have also significantly increased the number of projects and group works in the lower secondary science textbooks to allow for more student-centred active learning. This initiative falls in line with the current Malaysian Education Blueprint’s aspiration to foster unity and inclusiveness through education and to create a richer and more conducive science learning environment for students. Thus, this paper seeks to explore the project and group works suggested in the lower secondary science textbooks from the lens of constructivism and collaborative learning approach. The findings showed that pair, group and project activities in the textbooks lack in reflecting the working mechanisms of the collaborative learning approach. While there was too much focus on discussion, some other important strategies such as active facilitation, feedback, and reflection were found to be neglected. The findings of this study are expected to help teachers and students understand science activities better while encouraging science textbook designers to develop more theory-backed and evidence-driven learning content.
Keywords: Science education, collaborative learning approach, instructional design and technology, qualitative content analysis, textbook analysis.
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1. Introduction
The current secondary school science curriculum which follows the Integrated Curriculum for Secondary School (KSSM) syllabus aims to develop students in the areas of: (1) scientific knowledge, (2) scientific skills and competencies, and (3) noble values and attitudes. To allow for more holistic learning, public examinations have been scrapped from the lower secondary science curriculum to focus on classroom-based assessments (PBD). At the upper secondary level, however, the students are required to undergo a major public examination called the Sijil Pelajaran Malaysia (SPM) as they complete secondary school education (Saleh, 2021).
The current school science curriculum is largely influenced by national policies which aim to capitalize on science and technology education to achieve a developed nation status as stated
in the Agenda 2030 (Mokshein, 2019). The policies also reflect global goals outlined in Education for Sustainable Goals Development. Figure 1 summarises the key points of the Malaysian Education Blueprint and National Philosophy of Education pertaining to the current developments in the Malaysian school science scene.
Figure 1: Aspirations for School Science Education in Malaysia
The science curricula following these aspirations are organised based on themes that form different learning objectives and learning outcomes. Students’ cognitive, affective and psychomotor domains are stimulated through different activities that come with various topics in the national textbooks (Ng & Adnan, 2018). The science process skills targeted for the school science subject are observing, classifying, measuring and using numbers, inferring, predicting, communicating, using time-space relationship, interpreting data, defining operationally, controlling variables, hypothesising and experimenting (Marfilinda et al., 2019).
The national science textbooks now come with various features to support 21st century classroom learning. Special features include descriptions of 21st century scientific skills, topics for scientific exploration, examples of science in real life, latest information regarding science in Malaysia, QR code for games or websites for additional information on topics, information on science careers and more. Curriculum designers have also increased the number of project and groupwork activities as recommended in the Malaysian Education Blueprint 2013-2025 (Ministry of Education, 2013).
2. Literature Review
2.1 Project and Groupworks for Lower Secondary Science Learning
The blueprint has urged for conducive learning environments with increased emphasis to project and group works (Shahali et al., 2017). This move is aimed to improve students’
tendencies to work interdependently and collaboratively with teachers, peers and community members for science activities. By involving in science projects, students get to participate in activities that require small scale research with peers. They get to work collaboratively to gather
Current Aspirations for School Science Education in
Malaysia
Holistic and integrated education
Produce knowledgeable and compentent
youths
Develop socially responsible
citizens
Nurture a Science and Technology
culture Emphasise
on inquiry and problem-
solving Utilise
constructivism, contextual and
mastery learning
Engage smart partnerships
information, evaluate data and present findings or product to their instructor, their class or the public (Khotimah et al., 2021).
Group works on the other hand, can be utilised for activities that simply requires students perform tasks collaboratively without conducting research or developing a product. Group works provide a great opportunity to develop students’ science process skills, soft skills and attitudes (Avci & Adiguzel, 2017). Compared to projects, group works are lesser demanding in terms of time and resources. An example of a group work presented in the Form 1 science textbook is as shown in figure 2.
Figure 2: Activity 1.1 from Chapter 1 of Form 1 Science Textbook (page 19)
2.2 Gap and Problem
Planning for and developing teaching-learning materials go through a rigorous process of design and development (Günaydin & Karamete, 2016). However, it is to be noted that the instructional design process of designing the latest Malaysian school science curriculum with increased emphasis to collaborative learning activities such as project and group works has not been extensively researched. This presents a knowledge-void gap in the area of school science curriculum and syllabus design and evaluation (Boyman et al., 2020).
Secondly, literature on collaborative learning practices in for the school science subject in Malaysian schools seem to indicate that teachers only focus on classroom discussions during group works (Lay & Chandrasegaran, 2018; Ng & Adnan, 2018; Takim et al., 2013; Yusoff et al., 2021). Little evidence shows teachers utilising other strategies such as facilitation, feedback and reflection to drive group works and projects for science (Dasgupta et al., 2019; Roberts et al., 2018). It is unclear if teachers lack an understanding of the collaborative learning approach or the group works designed for the textbooks lack theoretical grounding. Hence, an inspection into the projects and group works suggested in the textbook learning activities is deemed necessary to substantiate this claim.
2.3 Theoretical Framework: The Collaborative Learning Approach based on Constructivism
Grounding a pedagogical practice in relevant pedagogical theories, models or frameworks helps teachers better understand the teaching and learning system, context, approaches, assessment techniques and other specifics (Kivunja, 2018). This way, they can conduct activities and achieve teaching-learning outcomes more efficiently.
Constructivism is still regarded as one of the pioneering pedagogical approaches for a 21st century school science education. Constructivism allows learners to capitalize on social learning and shared experiences to create a dynamic and active learning setting. As for project and group works, constructivism can be realized using the collaborative learning approach which according to Falk et al. (2015) and Gredler (2012), allows science teachers to: (1) seek and appreciate students’ thoughts, (2) challenge students’ assumptions, (3) guide students to develop solutions for real world problems, (4) stimulate inquiry-based exploration, (5) perform formative assessments to provide timely feedback, and (6) encourage learners to reflect.
Ideally, the strategies that can be adopted from Constructivism and Collaborative Learning Approach for Malaysian science teachers to conduct suggested activities in the textbooks are active facilitation, active interaction, feedback and reflection. Researchers claim that active facilitation stimulate discussions where, facilitators can ask questions to get the groups thinking, and encourage meaningful communication in a classroom (Daly-Smith et al., 2020).
Social and active interactions in a science learning activity, on the other hand, help students develop their self-esteem (Boyman et al., 2020), understand conflicts and improve their conflict-resolution skills (Motallebzadeh et al., 2018), increase their problem-solving capacity skills (Ergün, 2019), their intrapersonal skills and help them build long-lasting friendships (Virtue, 2017). These strategies will be used as points-of-references to inspect the pair, group works and project-based group works included in the lower secondary science textbooks.
3. Methodology
3.1 Research Objective and Question
In this study, the group works and project activities in the lower secondary science textbooks are explored from the lens of social constructivism theory which acts as a guide for the collaborative learning approach. The upper secondary science textbooks are not included in this study because unlike lower secondary students who are only offered one science subject at each level, the upper secondary group has a more diverse selection for science subjects according to their interest and academic performance. A study involving upper secondary teaching materials would be extensive in terms of time and cost. In addition, it is more meaningful to explore science teaching-learning practices at the lower secondary level in order to offer recommendations to improve the science learning experience, and instil and sustain interest for science as early as the age of 13.
Generally, this study aims to inspect the scientific learning activities suggested in lower secondary science textbooks under the subsection called ‘Activity’ for each topic. This subsection guides teachers to conduct groupwork, pair or individual activities for students in classrooms. Thus, this paper seeks to explore the extent of project and group works suggested in the lower secondary science textbooks following constructivism and the collaborative learning approach.
3.2 Data Collection and Analysis
Lower secondary science textbooks following the KSSM syllabus are analysed using the conventions of a qualitative content analysis (QCA). QCA is a flexible analytical method that results in meaningful and conceptual descriptions of data (Ibáñez & Delgado-Kloos, 2018).
Science learning activities in each chapter are explored based on their design. A total of 65 activities were analysed from Form 1 textbook, 75 from Form 2 textbook and 63 from Form 3 textbook.
The findings are elicited to be deductive for the context of this study, and a QCA has been conducted in three sequential phases: (1) preparation, (2) organization and (3) reporting, adopted from a study by Elo et al. (2014).
3. Findings and Discussion
To understand the implementation of scientific learning activities and making appropriate suggestions for improvisations, it is vital to identify the extent and components of such activities in these textbooks. Table 1 shows the categorization and breakdown of all the activities found under the ‘Activity’ subsections in the lower science textbooks based on the theoretical understanding of the collaborative learning approach.
At the first level categorization, activities are categorized as a group work or group project based on phrases such as: ‘in a group’, ‘work collaboratively’, ‘work with a partner’ or ‘this is a group work’.
Table 1: Components of Learning Activities in Lower Secondary Science Textbooks
No. First Level Grouping Second Level Grouping Frequency
% Out of 206 Total Activities 1. Nature of Activities 1. Overall Individual Activities 89 43.2
2. Overall Group Activities 116 56.3
3. Overall Pair Activities 1 0.5
2. Collaborative Learning Approach-based strategies identified
1. Activities with Active Facilitation 55 26.7 2. Activities with Active Interaction 110 53.4
3. Activities with Feedback 4 1.9
4. Activities with Reflection 21 10.2
3. Design of Learning Activities
1. Discussion-based Activities 86 41.7
2. STEM-based Activities 7 3.4
3. Problem-based Learning 3 1.5
4. Project-based Learning 4 1.9
5. Technology-based Learning 40 19.4
6. Illustration/Design-based Learning 21 10.2
7. Others 8 3.9
In an overview, 56.8% of learning activities in the lower secondary science textbooks have been designed to be group and pair works while 43.2% are individual activities. This discussion only looks into the group and pair works.
Exploration, memory and application-based learning activities are found to be mostly designed to be conducted with peers in a classroom. The decision behind this is unclear as the there is no transparency in the process of curriculum and syllabus design in Malaysia. However, it can be theorized that apart from the need to engage young learners in interactive and active learning activities, space and time constrains could also be a reason for a huge volume of science group works. In reality, Malaysian science teachers have been reported to conduct a majority science learning activities including those that come with instructions as individual experiments, in
groups due to bloated class size, and time and laboratory facilities constraints in most national schools (Ramli & Talib, 2017). It can be understood that groupworks are practiced extensively in science classrooms not only because the policy demands for it, but also because it is more convenient and practical that way.
Secondly, in the investigated activities, the strategy of active interaction is more prevalent compared to other collaborative learning approach-based strategies. Furthermore, activity instructions show that interactions only seem to be expected to take place among peers in a classroom. Other potential collaborative learning participants such as teachers, parents, social media connections and community members are not mentioned entirely. The Malaysian Education Blueprint has urged for various types of inter-school, cross-school and community engagement to immerse students in learning environments that are active and relevant to real world (MOE, 2016). This aspiration is not reflected in the activity designs. Since the textbooks only focus on in-class interactions among students, it may be up to the teachers to expand the activities to include other participants according to needs and available resources. While this may be time-consuming and add on to the workload of teachers, they may be left with no choice if at all they want to help realize national science education aspirations. In a study conducted by Falk et al., (2015), science learners in the U.K. were found to develop better understandings of science concepts when teachers infused community resources and networks in students’
learning environment. This can be thoughtfully replicated in a country that is highly diverse and rich in culture like Malaysia. Curriculum planners could look into expanding science learning beyond the four walls of classroom in the next round of curriculum revision instead of leaving the entire planning and implementation to teachers who are generally overworked in Malaysia (Ismail et al., 2019).
As for active facilitation, it is to be noted that none of the activities specify an instruction for a teacher’s or a peer’s role as a facilitator or co-facilitator respectively. In fact, the teacher’s version of the science textbooks does not provide any additional instruction for explanation of instructions, demonstration of expected outputs or scaffolding techniques for the activities. A majority of the activities are also designed for students to gather information on their own before the activity, or in classroom using ICT tools. The activities seem to urge students to be more independent in performing the learning activities as opposed to being interdependent with their peers and teachers. Agreeing with Alshahrani (2017), this study too believes that Asian learners are more likely to perform better by learning in groups and guided inquiries; hence, Malaysian teachers should be trained with a variety of facilitation strategies to be more involved in the group works that they assign to students. Some point of references to understand classroom facilitation are the Cognitive Apprenticeship Theory (Oriol et al., 2010), Scaffolding Theory (Verenikina, 2015) and Bandura’s Social Learning Theory (Nabavi, 2012).
Next, reflection is also seldomly called for, and students are generally only required to reflect on implications of scientific concepts or technologies during debates or projects. In addition, only 1.9% of the group works instruct for feedback from peers as a post-activity task. Feedback and reflection, which are great strategies for students to develop humanistic and various other soft skills (Palpanadan & Ahmad, 2018) have been found to be side-lined even though the blueprint has clearly outlined aspirations for a more humanistic-approach to the teaching and learning of critical subjects like science. Phuthi and Mpofu (2021) reported that feedback and reflection were least prevalent among science subject students who were learning and working towards examinations compared to those who were not. Based on this, lower secondary students in Malaysian national schools could potentially stand a better chance in mastering feedback and reflection skills for science learning as currently they are learning in a non-
examination system. Young learners can practice feedback and reflection not just for science learning, but also develop these skills as essential life skills through a highly practical subject like science (Gomoll et al., 2016).
Finally, the activities designed are largely discussion-based activities that repeatedly instruct students to present findings using multimedia applications such as Ms PowerPoint. However, as literature shows, neither Malaysian secondary schools are well equipped with the ICT facilities nor majority of students own electronic gadgets with good internet connections (Azlan et al., 2020; Selvanathan et al., 2020). It can be understood that the textbook activities are designed with the assumptions of the most ideal 21st century learning environments; which is out-of-touch with the reality of schools in the country (Awanis, Hazlina, May, Zariyawati, 2011). This also shows that the feedback loop between teachers, schools and the ministry is not truly efficient.
The collaborative learning activities have also been observed to be more commonly integrated with other approaches such as STEM-based learning, problem-based learning (PBL) and technology-based learning along with some influence of arts and design-based learning. While amalgamation of different learning approaches may expose students to a variety of learning environments, some activities may be a little too advanced for weaker-performing students;
and when they are not able to perform well in the activities, the students might get demotivated easily and develop inferiority-complex towards their better-performing peers (Chepkorir, 2013;
Ismail et al., 2019).
4. Conclusion and Recommendation
Findings indicate that the activities designed for project and group works in the lower secondary science textbooks in Malaysia are not in line with the theoretical understanding of the collaborative learning approach. This poses a problem for teachers who might end up with no guide or theoretical understanding of the ways to effectively conduct these activities in real classrooms. When learning activities are not properly backed by latest learning theories, models or approaches, there will be no standard to evaluate the implementation and the outcomes of the activities.
The Education Blueprint that demands for a school education that emphasises on building unity and inclusiveness among students, needs to well-equip teachers with training programs and teaching support tools that can help them realize these aspirations. The national science textbooks must be revised to allow for more evidence and theory-backed content so that it can be studied and evaluated from time to time based on classroom and policy needs. It would be unfair to make it the responsibility of teachers who are already struggling with teaching and administrative duties to keep improvising teaching-learning materials.
Future studies are recommended to observe and report on the classroom practices of the science textbook activities in different Malaysian school settings. This should help researchers to provide evidence to the education ministry regarding the effects of different teaching approaches, collaborative learning outcomes and classroom facilities on the effective implementation of project and group works for the science subject in schools.
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