CHAPTER 5: CONCLUSION
5.4. Discussion of Key Findings
5.4.3. Research Question 3
What are the perceptions of the English teachers (in two private schools in Abu Dhabi) on the impacts of collaborative learning in developing critical thinking among high school students (explored through semi-structured interview)?
This research question was answered by using the findings of the semi-structured interviews responses analysis, which revealed six main themes in interviews responses from eight English teachers. The main themes included: (1) teachers’ perceptions on critical thinking, (2) teachers’
perceptions on collaborative learning, (3) learning environment, (4) impact of collaborative learning on developing critical thinking, (5) collaborative learning challenges, and (6) recommendations to improve collaborative learning.
5.4.3.1. Teachers’ Perceptions on Critical Thinking
The concept of critical thinking has been defined by many researchers. According to Paul, R., Elder, L., & Bartell, T. (1997), critical thinking is not a novel practice or notion. Elder (2007) stated that people who think regularly try to live reasonably. Schafersman (1991: p.3) suggests that critical thinking means right deliberating in the search of linked and credible knowledge about the universe. Raymond S. Nickerson (1987) offered a holistic list of capabilities and behaviors which describe critical thinkers. They are individuals who:
Arrange ideas and express them precisely and consistently
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Expel verdicts if there’s no adequate prove to upkeep a decision
Can learn alone and have continuous curiosity in doing so
Try to predict the possible outcomes of optional behaviors
Enforce problem-solving procedures in autonomy
In the current study, the participating English teachers provided several definitions of critical thinking. A general definition was: “it is the ability to think out of the box, evaluate, analyze, question, and judge wisely and differently.” Most teachers described it as: “an intellectual skill that needs to be learned and improved.” They also believed that a critical thinker is able to tackle situations outside school, think deeply, and seek evidence to support assumptions. Another definition was that “it is knowledge sharing and self-expression.” Some teachers defined it as
“having the ability to think, make inferences about new ideas they get, analyze and evaluate information.”
5.4.3.2. Teachers’ Perceptions on Collaborative Learning
As illustrated in chapter two, Collaborative learning is an approach in which two or more students attempt to learn something by working together (Dillenbourg, P., 1999). In this study interview, teachers defined it as working in a group (team) to accomplish certain objectives or tasks, helping each other. Most of them believe that in collaborative learning, students share ideas and knowledge, caring about and support each other. Another definition stated that “it is an exercise that let students communicate efficiently with each other, as high achievers will help low achievers, and hence all students will benefit mentally and emotionally.” In chapter two, collaborative learning was defined as another skill within the 21st century skills that has proven to be beneficial in everyday life. This skill helps individuals to work effectively and respectfully in diverse scenarios, be adaptable to accomplish a common objective and value each team member’s individual contributions. To illustrate, the importance of collaboration, (Steve Jobs, 2008) believed that great things in business are never done by one person, they are done by a team of people.
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5.4.3.3. Learning Environment
This theme included other three sub-themes related to the teacher role, student preference, and students’ communication. Teacher role included facilitating everything to students by explaining what to do, making each group role clear, giving examples, and encouraging/motivating them.
Teachers use different strategies to motivate their students; i.e., presentations, crosswords, discussions, bonus marks, letting students choose their preferred team, etc. This confirms what was mentioned in the literature, the educator’s part as facilitator also motivates peer assessment procedure, even in youngsters as it supports students to learn proper answers to opposing assessments and point of views (Henderson-Hurley & Hurley, 2013; Tsai et al., 2013).
The second sub-theme was related to students’ preferences; teachers stated that the majority of students prefer working in teams rather than individually. However, some high achievers’
students prefer to work individually because they believe that low and average achievers hinder their learning. As mentioned in the literature, letting students work in a comfortable environment improves their desire to learn. In language learning, the creation of a relaxed learning setting holds a significant place as anxiety may hinder learning. Collaborative language learning has the potential to mitigate stress and anxiety and offers a relaxed learning atmosphere. Such an environment provides opportunities to build social skills and strategies that help students succeed (Weimer, M., 2009). Learners interact with their peers feeling comfortable and confident. In other words, face-to-face interaction with each other reduces their pressure and encourages them for better achievement.
The third sub-theme is related to students’ communication. Teachers mentioned that low achiever students struggle to communicate, which indicate that teachers need to pay more attention to students’ mental ability. This confirms the educators’ role discussed in the literature.
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5.4.3.4. Impact of Collaborative Learning on Developing Critical Thinking
The fourth theme concerns the CL contribution to helping students engage and improve their skills. Teachers elaborated that CL has a vital role in developing their CT 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. With regard to the literature, collaborative learning provides higher achievement level for students. It creates a learning environment which motivates learners to try to make sense of what they are learning (Mart, C.T., 2011). Also, in addition to teacher’s explanations or presentations, learners attempt to achieve a common objective through working in groups. As a result of working together to achieve their goal, learners exchange ideas and elaborate their knowledge, and try to arrive at shared understanding by providing meaningful conversations about the problem and elaborated explanations.
5.4.3.5. Collaborative Learning Challenges
From the point of view of teachers, although applying CL is important and beneficial, it is accompanied with some challenges; mainly, it is the misdistribution of tasks based on their abilities and academic acquisition ability. This seems to be correlated with what has been mentioned in chapter two about critical perspectives of CL. That is, some of the criticisms leveled about collaborative learning include:
Making group members responsible for each other's learning might put too much pressure on certain pupils. In mixed-ability groups, stronger students are frequently left to instruct lesser pupils and undertake the majority of the work.
In mixed groups, gender imbalances might be a source of worry.
Group learning promotes primarily lower-level thinking while disregarding the methods required for critical and higher-order thinking.
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5.4.3.6. Recommendations to Improve Collaborative Learning
From the responses of participating teachers in the interview, there were some recommendations that teachers provided to improve the CL methods in the UAE schools. They recommended to apply CL in the younger age so students can get used to it, and providing more resources and real advisors for teachers to help them apply CL with students effectively. Smith & Szymanski (2013) stated that the creation of professional learning communities grants educators to think critically about the ways they are utilizing to teach, and setting good starting points for suggestions about involving critical thinking abilities in the classroom. Kokkidou (2013) recorded the growth in innovativeness, performance, and literacy within the limits of music, as well as increasing the awareness of the musical environment in which students and educators live. She found that by challenging students to think critically, educators found themselves thinking more critically about their experience of the subject. Choy and Cheah (2009) and Rowles, Morgan, Burns, and Merchant (2013) all discovered that educators’ sense that while teaching critical thinking skills, their teaching can be developed by having a more standard concept of what critical thinking includes which would grant educators at all stages to improve their existing curriculum with lessons and activities that to increase critical thinking among students and educators. Therefore, it is recommended to improve the existing curriculums for students and teachers to apply CL efficiently and effectively.