This study is anchored in four theories: the behaviorism learning theory of John Watson and B.F.
Skinner, collaborative learning theory rooted in Lev Vygotsky, constructivism learning theory by Jean Piaget,
and competence motivation theory by Susan Harter
Students’ Attitudes towards Group Laboratory Activities
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Behaviorism is a theory of learning based on the idea that all behaviors are acquired through conditioning
and that conditioning occurs through interaction with the environment (Watson, 1913). For example, if an
individual observes that his group members are performing actively to the task, then he will also be
motivated to do the same. This is the classical conditioning.
Theories of learning of B.F. Skinner (1971) argued that people’s behavior was always controlled by the
environment. Example of this, is when an individual or group receives praise from the teacher or other group
member he or she will be motivated to participate even more and change his/her behavior positively.
Students’ Perceptions towards Group Laboratory Activities
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Collaborative learning theory is based on Lev Vygotsky's Zone of Proximal Development.
Here, students are trained to collaborate and give feedback (Yingling, 2018) and show good
motivation and attitudes when working with others (Shao, 2014).
In which, it demonstrates that students quickly understand that they can solve issues and work effectively as a
group rather than on their own.
Students’ Perceptions and Attitudes towards Individual Laboratory Activities
The theory of Piaget, (1964) constructivism, emphasizes individuals formulating ideas and thoughts to construct their
own knowledge based on experiences.
With this, teachers become facilitators and guide learners in building their own knowledge and understanding
(Bryant, et al., 2013), making the past a tool to complete what is present so that they can achieve things on their
own.
Students’ Perceptions and Attitudes of Individual versus Group Laboratory Activities
Harter (1987) competence motivation theory describes individual desires to master a skill of one's own competence
that may rise overall as a result of task success or master, otherwise the opposite. Which success or mastery of a task
can lead to an overall increase in the perception of one’s own competence. However, if the person is continually
failing at a task or does not receive peer support, it can have the opposite effect and so group appraisal is important.
Whereas, Ringelmann, (1913) illustrates the inverse relationship that exists between the size of a group and the
magnitude of group members’ individual contributions to the completion of a task. Which the larger the group
members are the less effective other member will be.
In light of the learning theories previously mentioned and the reviewed literature and the findings of
the other studies reviewed by the researcher had presented a relevant study to our research.