A thesis submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of. I understand that I may apply to the University to retain the right to withhold or limit access to my dissertation for a period that will not normally exceed four calendar years from the parish where the degree is awarded, the length of the period specified in the application, together with the exact reasons for submitting that application. The author whose copyright is declared on the title page of the work has granted the British University in Dubai the right to lend his/her research work to users of its library and to make partial or single copies for educational and research use.
The author has also granted permission to the University to store or make a digital copy for similar use and for the digital preservation of the work. Any use of this work, in whole or in part, respects the author's moral rights to be acknowledged and to be in good faith and without prejudice to the meaning of the contents and the original authorship. The study is based on a mixed method analysis of the impact of the bystander effect on primary school students working in cooperative group work in the context of the United Arab Emirates.
The collected data for the interview is examined with the support of the qualitative data analysis technique. 133 5.1.3 Discussion of the Findings of Bystanders Apart from Helping Their Low-Performing Peers 157 5.2 Research Recommendations.
INTRODUCTION
Bystander Effect
Thus, it becomes clear that the construction of pro-social characteristics is absent, leading to the implementation of the bystander effect that can be observed in the classroom environment (Midgett & Doumas 2020). Nevertheless, the bystander effect is also seen as the direct result of the moral frameworks observed in primary school pupils, which can also be traced back to a dependence on the learning techniques to be applied. However, the psychological dilemma that stands in the way of reaching the full potential of the group work technique is the moral framework present among students of a persona created in the image of a model student (Thornberg 2010).
In contrast, others engage in the process and create an opportunity for the former to work individually, thus undermining the main motive of the process (Almansoori 2018). Nevertheless, the reasons mentioned above for the gap in the intention and implementation of cooperative learning techniques continue to be the result of the individualistic learning techniques noted earlier, especially at the primary level. However, the empirical literature has been found to lack narratives addressing the impact of the bystander effect in group work in the classroom (Cowie & Berdondini 2001).
This reduces an important drawback of the traditional form of education: the complete absence of the teacher's role in determining and assigning roles. It has been found that overlooking the relationships between these factors can lead to the manifestation of the bystander effect on non-cooperative groups (Turgutand & . Gülşen 2018).
Background of the Study
Therefore, all questions that require an answer in the classroom will be through the medium of the teacher. However, group work was challenged due to the advent of the COVID-19 pandemic, which changed how the education system works. To the best of the researcher's knowledge, no study has been conducted in the UAE to examine the effect of the bystander effect on primary students' learning.
It reflects the precision and accuracy of the study and defines the selected research questions. In particular, teachers who use collaborative group work can increase insight and awareness of the group relationship and better understand how to avoid the bystander effect. The study of the bystander effect and its impact on primary school students is based on the lack of a moral framework and the changes needed in older approaches that are carried out alongside traditional techniques.
This study is unique in that the impact and presence of the bystander effect has only been investigated at the primary and secondary levels and at the graduate level. The importance of the study is to fill the gaps in the literature by providing development of techniques and identifying the disadvantages of the current approaches.
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
Conceptual Framework
Therefore, cooperative group work is relevant to this study, as group work will reflect on the manifestation of the bystander effect. Teachers prefer group work in the classroom to promote cooperation between students (Mendo-Lázaro et al. 2018). Group work is used as a way of learning at all possible levels in the teaching mechanism.
Brown (2008) discussed that group work teaches students to appreciate the pace of learning of others in the group by improving their English skills. For example, Li and Vandermensbrugghe (2011) explored the effect of group work on a group of 38 students. Regarding reading skills, Wichadee (2007) wanted to discover the effect of the group work method on improving students'.
Many researchers want to understand the effect of group work and how groups are formed. Nevertheless, in this study, the researcher seeks to investigate this phenomenon in primary students' cooperative group work.
Theoretical Framework
- Lewin’s Group Dynamic Theory
- Latané and Darley’s Bystander Effect Theory
- The Technology Acceptance Model
Although Lewin examined the impact of the bystander effect on group members, the perspective differed. The bystander effect is one of the most robust observations in the social sciences (Ferreira et al. 2021). Therefore, the researchers read the survey questions to the students to improve the accuracy of the results.
Content learning tools constituted a broad segment of the software explored in the study (Hatip 2020). The main purpose of this study was to investigate the impact of the bystander effect on elementary school students' group work. In the pilot study, due to the age of the students, they did not help the researchers much.
On the other hand, in the case of a skewness value of ios -1 indicates that the data is skewed to the left. However, in the case of the variable that worked in groups before the pandemic, a Kurtosis value of 3.165 is observed. In the case of the variable learning method, it can be seen that the data is normally distributed.
In the variable group work method, the data is normally distributed, while the learning experience variable is normally distributed and valid for the study. The teachers also find it difficult to collaborate and communicate with the students in the hybrid learning technique. The obstacles facing the teachers and the students have only one solution: the end of the pandemic.
This study examines the relationship between distance learning and collaborative group work and the impact of the COVID-19 pandemic. From the analysis, more than two-thirds of the students reported that classroom group work was moderately effective (44%) or very effective (25%) (see table 4.4). This is one of the main factors that lead to the development of the bystander effect on other students.
Earlier in the students' questionnaire, it was seen that the majority of the students who answered the questionnaire were from 4th and 5th grade. Nevertheless, some teachers felt that their support for students during group work in class had improved since the beginning. of the pandemic. This study has highlighted many factors in the education sector regarding cooperative group work, the bystander effect and the impact of the COVID-19 pandemic.
Social and economic impact of school closures during the outbreak of the COVID-19 pandemic: a quick online survey in the Gaza Strip.
Approval Letter to the Schools’ Management
Parents Information Letter
Parents Consent Form
Students’ Survey Questions
Teachers’ Interview Questions
