What is your area of research?
Features of collaborative learning that improves students' self-confidence.
Why is it important
Learners' confidence has received the researcher's attention quite recently, it has become an
influential concept in a variety of learning process. Confidence is viewed as perhaps the most
powerful inspirations and controllers of conduct in individuals' regular day to day existence,
Bandura 1986 cited in (Learning, remembering, believing: Enhancing human performance, 1994).
Some studies related to self-confidence (Fatma, 2015) in India (Sar,Avcu and Isiklar, 2010) in
turkey, (Verma and Kumari, 2016) in Ludhiana (Punjab) has considered confidence as a key factor
for enhancing students learning and efforts are being made to develop student’s self-confidence
in learning. A research carried out by (Nurhayati, Rosmaiyadi and Buyung, 2017) claims that
collaborative learning is an effective way of enhancing student’s confidence. Therefore, to
maximize students' achievement there is a need for a sufficient level of self-confidence and finding
ways of improving it became paramount, which is the focus of this study.
How can you justify this topic of research?
The justification for my study is to gain a clear insight into how collaborative learning can improve
students' confidence in learning. Research conducted by (Yasmin and Naseem, 2019), (Laal and
Ghodsi, 2012), (Rao, 2019) and many other studies reveals the effectiveness of collaborative
learning among which is building students' confidence. However not many pieces of research have
focused on the practical aspects of collaborative learning that improves students' confidence,
therefore this research seeks to investigate the specific aspect of collaborative learning that
improves students' confidence.
The term collaborative learning (CL) has been used in a variety of ways across different areas and
fields, there is no unique definition of the term (Jenni and Mauriel, 2004) While there is no
concession to what CL is, there are some concealed features that will be perceived. Participation
has become a twenty-first-century design. The need in the public eye to think and collaborate on
issues of essential concern has extended (Austin, 2000), moving the highlight from particular
undertakings to pack work, from self-governance to neighborhood (Leonard and Leonard, 2001).
Therefore, CL is an instructional way to deal with educating and discovering that includes
gatherings of students cooperating to address an issue, total an undertaking, or make an item. In
the CL climate, the students are tested both socially and emotionally as they tune in to alternate
points of view and are needed to convey and shield their thoughts. In this manner, the students
start to make their remarkable reasoning systems and not depend exclusively on a specialist's or a
book's structure. In a CL setting, students have the chance to chat with their colleagues, present
and shield thoughts, trade different convictions, question other conceptual frameworks, and are
actively involved in the learning process, Scrinivas (2011) cited in (Laal and Laal, 2012).
Similarly, collaborative learning refers to an atmosphere of learning and it allows learners to
engage in a common task where each individual depends on and is accountable to each other these
includes; physical conversations (Chiu, 2008) and computer discussions (online forums, chat
rooms, etc.).(Chen and Chiu, 2008)
The aspect of CL that might enhance student's confidence is the idea of "generate and share"
Because at this stage students are required to express their beliefs and generate new knowledge of
the discussion, they made.
Self-confidence on the other hand has been defined as a belief or the perception that each person
has of himself, it is a dimension of the self-representation of each person that will occur in several
performance measures and is linked with the individual's understanding of his/her capacity in a
particular domain, context or circumstance. This being so, it will be referenced in both internal
and external factors (Marsh et al., 2006). Similarly, according to (Perkins, 2018), self-confidence
is linked to success, school achievement, conciliation and the well-being of individuals, among
other things, and the three factors that can affect the level of self-confidence of any person.
What are your aims? What do you hope to learn by carrying out this study?
The main aim of this research is to increase the clarity of the features of collaborative learning that
will help to improve students' confidence in learning through the following objectives:
1.To explore the concept of collaborative learning and its theoretical foundation.
2. To investigate the collaborative learning features that improve confidence and its measures.
3.To examine the challenges faced by students with collaborative learning.
What are the key issues involved?
1.Collaborative learning
2.students' self-confidence.
Methodological Approach: How did you identify the literature, research to inform your
study?
This research will be a systematic review i.e., literature will be identified based on the existing
documents of online resources: articles, e-books, and journals. The databases used in finding
relevant information includes : Google scholar, the web of science, and science direct. The
information gathered will then be synthesized to draw the findings and conclusion of the study.
What might be the limitations of your study?
1.The first limitation is that confidence is a psychological factor that can be affected by both
internal and external factors and these factors have not been included in the research.
2. Secondly, the research is secondary research therefore, the reliability and validity of some
sources are uncertain as criteria for inclusion and exclusion of studies will not be adopted since it
is not a peer-review, this can interfere with the quality of the findings and conclusion of the study.
3.The time constrain is also a limitation to this study.
REFERENCES
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