CHAPTER 4: RESULTS, ANALYSIS AND DISCUSSION
4.6. Analysis of the Qualitative Data
4.6.3. Analysis Summary
In this section, summary of interview analysis results is presented, followed by summary of observation data analysis results, and triangulation of both. Finally, triangulation of quantitative and qualitative data analysis is presented.
4.6.3.1. Summary of Interview Data Analysis
Using thematic analysis approach with the help of NVivo12® to analyze the responses of teachers for the interview questions, the analysis resulted in the emergence of six major themes, which are: Perception of the Concept of Critical Thinking, Perception of the Concept of Collaborative Working, Learning Environment, Impact of Collaborative Working on Developing Critical Thinking, Collaborative Learning Challenges, and Recommendations to Improve Collaborative Learning. Learning Environment included three sub-themes, which are: Teacher Role, Students Preferences, and Students Communication.
Under the first theme “Perception of the Concept of Critical Thinking”, all teachers provided very similar definitions of the CT concept and provided the importance of learning CT as a skill and improving it. Teachers defined CT as the ability to think out of the box, evaluate, analyze,
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question, and judge wisely and differently. Most of teachers described CT as an intellectual skill that needs to be learned and improved.
For the second theme “Perception of the Concept of Collaborative Working”, teachers defined CW as an essential learning method for improving student’s performance and benefiting students mentally and emotionally.
The third theme “Learning Environment” presented teachers explanation of their roles in collaborative working to make it run effectively and efficiently, their students’ preferences and communication. Teachers indicated that their main role is to facilitate everything to students, encourage them, and support them emotionally. They also apply different strategies like differentiation in applying tasks among students based on their levels, encouraging them into team work, and assessing their performance. In terms of the second sub-theme “student preferences”, the majority of students preferred to work collaboratively. However, some high achiever students did not prefer working in groups because they feel low achiever students hinder their learning process. The third sub-theme “students communication” covered the fact that low achiever students struggle during accomplishing the tasks given to them as they find difficulties in communication with higher achiever students.
The fourth theme “Impact of Collaborative Working on Developing Critical Thinking” discussed perceptions of teachers and students about the impact of collaborative working on developing critical thinking among high school students. They acknowledged CW vital role in developing CT in different aspects like improving ability to express one’s opinion and share ideas, learning to listen to others’ opinions, progression academic level, ability to debate and discuss, and responsibility.
Under the fifth theme “Collaborative Learning Challenges”, teachers mentioned the challenges associated with the application of collaborative learning. These challenges included the misdistribution of tasks based on student academic levels. Another challenge was students’
acceptance of others’ differences.
Last theme “Recommendations to Improve Collaborative Learning” included teachers’
recommendations to make collaborative learning process more effective. Teachers recommended
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applying collaborative working in younger ages. They also mentioned that they need more resources and more guidance.
4.6.3.2. Summary of Observation Data Analysis
All in all, the eight observed classes achieved the majority of collaborative work tasks. It was found that percentage of achievement ranged between %84 to 100% across classes. This indicates that collaborative work is greatly applied in classes. The observations analysis results showed that in all classes, all group members actively contributed to the end of the lesson, promoting critical thinking and problem solving. Group members exchanged and negotiated between them their ideas, strategies, tools and/or resources to carry out the activity. Members were focused, demonstrated self-control to balance active listening and participation. Every member thought over what he/she had been doing and considered alternative ways of doing it.
Everyone questioned the way others did something and tried to think of a better way. Every member listened attentively and understood what others said. Every member assessed own and others’ performance with objectivity and accuracy. The teacher asked useful questions to deepen the study. Everyone learned values and new concepts through collaborative learning. In 87.5% (7 classes), group members gave each other support and constructive feedback. The teacher facilitated teacher-student interaction. The teacher promoted class discussion. The teacher demonstrated deep enough knowledge on the various topics. In 75% (6 classes), the group provided constructive Feedback. The group accepted critical comments from other groups. The teacher shared information that he/ she collected. The teacher gave helpful feedback to others. In 62.5% (5 classes), everyone preferred collaborative learning on individual learning. In 50% (4 classes), when the group was having trouble, other groups spontaneously helped.
The researcher also added observer reflections about classes, which indicated that the majority of students who were judgmental/ critical thinker were only high achievers. The majority of below average achievers got support from higher achievers. Most students were collaborative and respectful. Some low achiever students were struggling during tasks and some relied totally on higher achievers to help them. Majority of teachers tried their best to facilitate everything to
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students. However, there seem to be a misdistribution of tasks among students based on their academic levels. Most teachers were not knowledgeable, as they did not share data collected or link current topic with previous ones.