Qualitative study on Collaborative Instructional Strategies on Academic Performance in Chemistry: A Systematic Approach
DOI:
https://doi.org/10.64348/zije.2025199Keywords:
performance, Collaborative learning, chemistry; Information and Communication TechnologiesAbstract
This paper examines the efficacy of collaborative learning approach in improving learner’s academic performance in the field of chemistry. Collaborative learning is centered on peer-to-peer engagement and group activities. It has emerged as a potent pedagogical tool to foster deeper understanding and retention of chemical concepts. Common examples of collaborative learning strategies are jigsaw teaching strategy, peer teaching, problem-solving tasks, and project-based learning, among others. Research has established that this learning strategy has a positive impact on learners’ cognitive development, logical thinking strategies, and academic performance. Additionally, the review has shown that collaborative learning approaches can be facilitated by using Information and Communication Technologies such as online collaboration platforms, virtual laboratories, and video conferencing platforms. Although collaborative learning approaches offer advantages, literature has also reported challenges specific to this learning strategy in teaching and learning of chemistry. This paper discusses these challenges and offers corresponding solutions. In conclusion, collaborative learning serves as a powerful catalyst for improving students' academic performance.
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