Student Attitude Toward Collaborative Learning Examined

Through Modified Grounded Theory Approach (GTA)

Abstract

This study aims to clarify what academic-minded high school students think and practice over time while participating in collaborative learning. The researcher implemented semi-structured interviews to 30 high school students and analyzed the interview data using modified GTA. The results indicated that each collaborative learning of the participants was a formality at first, but some cases developed into deeper learning through mutually beneficial interactions and learner attitude. On the other hand, others stayed the same phase of formality due to the students' solo-learning, others-dependent or sociable orientations. For collaborative learning the quality of inter-member relationship was crucial: group members tended to feel passive and reluctant to collaborate when their discussions went wrong.