Effects of Group Learning Improvement Procedures on the Ability to Autonomously Coordinate Peer Learning Processes

Abstract

This study examined the intervention effects of a group learning improvement procedure in which second-year junior high school students reflected on their group learning, formulated, and implemented improvement measures during the hourly reflection phase of their integrated learning. The results showed that the ability to self-evaluate group learning (Analysis 1), make improvements (Analysis 2), self-efficacy in peer learning (Analysis 3), quality of discourse in group learning (Analysis 4), and the ability to set inquiry tasks (Analysis 5) significantly improved. The contributing factors of the students' conditions during practice were examined, and it was confirmed that the students' ability to adjust their peer learning showed progress through the baseline, goalsetting/sharing, trial-and-error, and stabilization phases. In addition, a case study of the quality of group learning discourse before and after the intervention showed increases in environmental adjustment discourse to adjust the way the group learned, establish group learning, promote deep thought-provoking discourse about learning tasks.