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The use of collaborative learning in the teaching of operational research to mathematics undergraduates
Author
Tan, Kok-choon
Supervisor
Chen, Ai Yen
Abstract
This paper reports on an Action Research project undertaken with aims to facilitate deep learning, develop students' communication, presentation and inter-personal skills, and enhance students' academic achievement or, in other words, to promote and encourage active learning, through the use of a collaborative learning strategy.
It was observed that the students in an applied mathematics course (Operational Research) tend to be rather passive at tutorials and it was felt that the students also lacked deep understanding of the subject material. A questionnaire (Biggs' Study Process Questionnaire) was then administered to determine the students' approaches to learning and studying, and it was found that most of the students in the course preferred or are inclined toward surface approaches to learning and studying. This finding confirmed the earlier observation, and suggests that we need to be re-evaluated our conceptual and attitudinal perceptions of the learning process and seriously consider changes in our teaching and examining functions.
As the teacher of the course, the author reflected on the situation, identified and then analyzed the problem in terms of the nature of the subject, students' background, current teaching practices and the course curriculum, including the conduct of tutorials and the assessment methods used. It was felt that current teaching practices may have encouraged the students' surface approaches to studying and passive learning styles.
To overcome the problem of students' passivity and surface tendency in learning approach, a collaborative learning strategy was introduced to encourage active student -participation and interaction and help enhance student learning. The strategy is essentially to use organised cooperative or team-based study groups, where students attempt and discuss solutions to tutorial problems before attending tutorial classes.
After a few weeks, there were some observable positive results in terms of improved student participation levels, greater enthusiasm and relatively good scores in a quiz. However, it was also apparent that some students were not benefitting much because some groups were not working well together. Consequently, a survey was designed and carried out to determine which type or types of students will benefit most from collaborative learning and which type or types will not. The result of the survey shows clearly that collaborative learning will benefit most those who can work well with others and it will not be so beneficial to those who are more individualistic; those who preferred to do things their own way, at their own time.
Reflecting on the findings, it was felt necessary to redesign the curriculum for the course. The redesigned curriculum incorporates a collaborative learning strategy and includes an assessment scheme, that places more emphasis on continuous assessment, to discourage passive learning styles and encourage active learning.
It was observed that the students in an applied mathematics course (Operational Research) tend to be rather passive at tutorials and it was felt that the students also lacked deep understanding of the subject material. A questionnaire (Biggs' Study Process Questionnaire) was then administered to determine the students' approaches to learning and studying, and it was found that most of the students in the course preferred or are inclined toward surface approaches to learning and studying. This finding confirmed the earlier observation, and suggests that we need to be re-evaluated our conceptual and attitudinal perceptions of the learning process and seriously consider changes in our teaching and examining functions.
As the teacher of the course, the author reflected on the situation, identified and then analyzed the problem in terms of the nature of the subject, students' background, current teaching practices and the course curriculum, including the conduct of tutorials and the assessment methods used. It was felt that current teaching practices may have encouraged the students' surface approaches to studying and passive learning styles.
To overcome the problem of students' passivity and surface tendency in learning approach, a collaborative learning strategy was introduced to encourage active student -participation and interaction and help enhance student learning. The strategy is essentially to use organised cooperative or team-based study groups, where students attempt and discuss solutions to tutorial problems before attending tutorial classes.
After a few weeks, there were some observable positive results in terms of improved student participation levels, greater enthusiasm and relatively good scores in a quiz. However, it was also apparent that some students were not benefitting much because some groups were not working well together. Consequently, a survey was designed and carried out to determine which type or types of students will benefit most from collaborative learning and which type or types will not. The result of the survey shows clearly that collaborative learning will benefit most those who can work well with others and it will not be so beneficial to those who are more individualistic; those who preferred to do things their own way, at their own time.
Reflecting on the findings, it was felt necessary to redesign the curriculum for the course. The redesigned curriculum incorporates a collaborative learning strategy and includes an assessment scheme, that places more emphasis on continuous assessment, to discourage passive learning styles and encourage active learning.
Date Issued
1994
Call Number
QA14.S5 Tan
Date Submitted
1994