EXAMINING THE INFLUENCE OF COLLABORATIVE LEARNING ON ACADEMIC SUCCESS AMONG PRE-SERVICE TEACHERS: A MIXED-METHODS STUDY

Abstract

Creating classrooms for learners to participate is becoming an integral element of a comprehensive educational initiative for actively learning students in institutions of higher education. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the effect of collaborative learning on the academic success and classroom engagement at B.Ed. level (2.5 &1.5) pre-service teachers. Social Constructivism theory was used to observe student success. Data collected through questionnaires from five private university students for quantitative data and for qualitative 10 interviews conducted. Findings evaluated through IBM SPSS, the composite reliability of the instrument was measured as α=0.954. The Pearson Correlation also showed a positive, strong and significant association among all variables, which means that all variables are important in the context of the research. . Finally, the results of Regression Analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables that student’s interaction with peers, interaction with teachers, and use social factors positively influence collaborative learning and students improve their academic success and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic success of pre service teachers, and that social factors play an important role in promoting collaboration among students. Overall, this research highlights the importance of collaborative learning in promoting academic development of pre-service teachers.