The effect of group work on improving student's motivation to learn chemistry: An Action Research

摘要

Active learning has become an important focus in pedagogical change in higher education. An important element of active learning theory and practice is the use of collaborative learning or small group work where learners take the responsibility of their own learning and of those in the group. This paper examines the effect of group work on improving students' motivation to learn chemistry course. Forming different types of groups was the main change in this action research. Two types of group formation were used in order to see its effect on the student's motivation., attitude and achievement. Students were assigned randomly to groups or students choose their own group members. To ensure data validity three instruments (triangulation) were used in each cycle., questionnaire., and observation checklist and assignment grades. A questionnaire was used to measure student's motivations toward learning chemistry. Student Engagement Walkthrough Checklist was used to record students” roles when working in groups. Finally assignment grades after each cycle were compared to measure the effectiveness of group work on student's achievement. The questionnaire data analysis revealed that the students enj oyed cooperative learning in the three cycles; however, they liked working in groups formed by instructor more than in groups with friends. Through the observation the students had more positive body language and they were focused and paying attention to each other in cycle 2 more than in cycle 1. When comparing the assignments grades in the three cycles, the students” scored higher when they work with friends. Significant difference in the grades mean was also found among the three cycles. However, no significant difference in the grades mean was found between cycle 1 and cycle 2, although, the students reported that they like working in groups with friends and it was clear that the students were engaged in group work in both cycles almost equally. Despite the research results, I have learned how to conduct action research to evaluate my own teaching method. The students also learned how to communicate effectively with each other and learn from each other.