Positive interdependence development in collaborative tasks based on four principles as teaching strategies

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(1)Running head: POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS. Positive Interdependence development in collaborative tasks based on four principles as teaching strategies.. This research was developed in order to obtain the degree of Teacher of English. Felipe Antonio Martínez Jiménez Universidad Alberto Hurtado Santiago, Chile 2017.

(2) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 2. Abstract This classroom-based research investigated the effectiveness of different teaching strategies to encourage 6th grade students to develop their positive interdependence (PI) in collaborative tasks in EFL context. Twenty-two 12-years-old students were included in this research. The sources of data collection included classroom observation via an ethnographic method, a focus group with students, semi-structured interviews with the host teacher and another staff member. Students with a lack of collaborative abilities displayed low outcomes regarding the strategies to develop positive interdependence. Even though, PI method is recommended for developing social and cognitive abilities, its effectiveness depends varied factors, such previous learner scaffolding, properly designed activities and the nature of the students' context. Keywords: Collaborative learning, positive interdependence, scaffolding.

(3) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 3. Index I.. Introduction to the research study……………………………………………….4 i.. Research context…………………………………………4. ii.. English field………………………………………………5. iii.. Research rationale ……………………………………..5. II.. Overall methodology and specific methods employed in the study …………..6. III.. Research findings …………………………………………………………….......8. IV.. Research Implications …………………………………………………………..12. V.. Conclusion ……………………………………………………………………….14. VI.. References………………………………………………………………………...15. VII.. Appendices………………………………………………………………………..18.

(4) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 4. Introduction to the research study Research Context This classroom-based research was conducted in a school located in San Ramón, ‘Escuela Educadores de Chile’ (EECH). This is a public school, which has a current enrollment of 190 students (MIME,2017). The school ranges from pre-kinder to 8th grade, and there is one class per grade. The school primarily has students who are from a middle-low and low socioeconomic status. For this reason, the institution works with SEP program (Subvención Escolar Preferencial), as its focus is to equalize opportunities by improving the equity and quality of education for schools with high social risk conditions (MINEDUC, 2017). Additionally, the institution works with PIE program, which aims at integrating and contributing students with learning difficulties to an improvement of the learning by working collaboratively. (MINEDUC, 2012). The research was conducted in a 6th grade composed by 22 students, where most of the students possess a basic level of English, largely at the A1 level [according to CEFR standards]. The English classroom includes a round table seating arrangement (appendix A), in which students are encouraged to develop fellowship, as well as maximize and improve their collaborative abilities. Therefore, this seating arrangement would help in encouraging students to share knowledge and complementing their ideas, which develops collaborative abilities in students and also leads to build a deeper learning and understanding by thinking critically..

(5) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 5. English field Lessons are taught from kindergarten until 8th grade, with lessons designed based on MINEDUC curriculum. The lessons are taught mostly in English and therefore children are frequently exposed to the language. The interaction was based on Teacher-Students interaction, and lessons were focused on the development of individual and receptive skills. Consequently, students do not demonstrate suitable performance when working in collaborative tasks, this means students could not work in groups properly. Therefore, and as an issue, to enhance students’ collaborative skills, the research question aimed at the development of the Positive Interdependence (PI) method by using four principles as teaching strategies: Positive roles, positive goal, positive rewards and sequence interdependence. Ergo, the research question is: What teaching strategies can most effectively enhance the ability of 6th grade students to develop Positive Interdependence while working collaboratively? Research rationale Positive Interdependence (PI) method was chosen for this research as it is a basic element of collaborative work. According to Johnson and Johnson (1994), PI makes students perceive that group success cannot be achieved unless group members coordinate their efforts to complete the task within a collaborative task. Additionally, Johnson, Johnson and Smith (1991) argue that, by working together, students maximize their own and each other’s learning (p. 22). In doing so, the transition from negative interdependence (Competition) to Positive interdependence would be helpful in terms of development of collaborative and learning skills of students. Consequently, incorporating PI method in this.

(6) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 6. context would favor students, benefit both individual and group skills as it promotes interaction and a development of positive relationships (Roger and Johnson,1994). Moreover, it is important to mention that PI method is the core of collaborative learning. Babu, Suresh and Pariventhan (2017) claim that collaborative learning impact learning in a positive way and by working together, students increase learning outcomes (p. 30). Additionally, the teaching strategies used for this study based on PI method principles were: ● Positive goals: “students perceive that they can achieve their learning goals if all the members of their group also attain their goals”. (Roger & Johnson, 1994, p 2). ● Positive roles: “assigned roles that specify responsibilities that the group needs to complete the joint task”. (Roger & Johnson, 1994, p. 2). ● Positive Rewards: “Each group member receives the same reward when the group achieves its goals”. (Roger & Johnson, 1994, p, 2). ● Sequence Interdependence: “One group member must first complete his/her task before the next task can be completed”. (Froyd, 2014, p. 2). Overall methodology and specific methods employed in the study A qualitative approach has been considered as the broad methodology to conduct this research. As McKay (2006) argues, this approach aims to study beliefs, behavior, as well as attitudes of teachers and students. Additionally, Corbin, Strauss, and Strauss, (2014) argue that qualitative research seeks to collecting and interpreting data, making the researcher as much a part of the research process as the participants and the data they provide. Therefore,.

(7) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 7. the researcher has a capacity to frame compelling outcomes about the effectiveness of PI method and to analyze how is the students’ performance in collaborative contexts. Classroom observation, semi-structured interviews (appendix B) and a focus group (appendix C) were used as data collection tools for this project. Classroom observations worked as a tool for the researcher to recognize and identify the student's patterns on collaborative instances. Moreover, it supported the researcher to understand student dynamics when working in groups and contrast them with PI method, as well with other data collection tools. Furthermore, semi-structured interviews were undertaken as they provided relevant data in regard with staff member’s beliefs and understanding within collaborative instances, as well as the classroom context. Furthermore, semi-structured interviews were designed to be answered respectively by staff member, as well as to the English teacher. In doing so, the perspective of the interviewees has been fruitful to contrast what they believe from what is seen in context. Lastly, focus group was used as this method can “help people to explore and clarify their views in ways that would be less easily accessible in a one to one interview” (Kitzinger, 1995, p.299). The approach about the perceptions of students regarding how group activities are developed has been essential to measure the efficacy of PI in English lessons. Regarding the qualitative approach of the project, triangulation has been required as a valid tool since it is used to test the reliability and validity of the findings (Golafshani, 2003, p.597), as well as to contrast the data from different perspectives. Hence, the rationale of the data collections tools (such as students’ patterns in classroom observations, focus group.

(8) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 8. outcomes and semi-structured interviews to staff member and host teacher) were chosen to collect valid data. As a consequence, the researcher was able to compare, contrast and triangulate the findings according to its purpose; classroom observation to what is done in practice, focus group to obtain students’ feedback and interviews on teachers’ beliefs. Regarding the analysis of the data, classroom observations and semi-structured interviews were analyzed using thematic coding (Gibbs, 2007). According to what Braun and Clarke (2006) argue, it is a method for identifying, analyzing, and reporting patterns within data. The data has been categorized into open, axial and selective, being compared with the patterns recognized in classroom observations (appendix D). In addition, the data collected assisted the researcher obtain a deeper understanding about the reality of collaborative skills of students when working in groups, and the effectiveness of PI method as a source of improvement of collaboration. Research Findings This research aims to understand the effectiveness of PI method when using teaching strategies based on 6th graders. Hence, the findings are oriented toward the question of What teaching strategies can most effectively enhance the ability of 6th grade students to develop PI while working collaboratively? According to the tools used, it can be discussed an ambivalence towards the perspectives about the development of collaborative abilities of 6th graders. Two essential sections regarding with the development of collaborative skills in students were focus group and semi-structured interviews..

(9) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 9. Regarding the first method, students perceived that by working together the development of different social and cognitive skills would be increased. They mentioned that: Student 1: (…) trabajando juntos podemos desarrollar el compañerismo (…) Student 2: También podemos aprender a trabajar juntos, así como en grupo y nos ayudamos. It is relevant to mention that interviewees stated that most of the students are able to develop social abilities in collaborative work since English lessons are focused on group activities within a student-student interaction. Host teacher: (…) las actividades son planeadas para que trabajen en grupos y puedan interactuar entre ellos para su desarrollo de inglés. Staff member: Es importante que puedan correlacionarse entre sí, o no habría desarrollo de sus habilidades cognitivas y sociales. Moreover, according to the host teacher, such social skills not only would help students their cognitive abilities, but, they would raise students’ participation, commitment and a sense of confidence among peers. Host teacher: (…) Mientras más es la interacción entre los estudiantes, se conocen más, aprenden más entre ellos y de ellos (…) De esa manera se genera una confianza dentro de la sala que ayuda a una participación más activa (…) Furthermore, the staff member stated that through collaborative activities students can develop a positive interdependence, since they understand his or her importance when doing group activities..

(10) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 10. Staff Member: (…) cada miembro en un grupo se siente mutuamente comprometido con el aprendizaje de los demás generando una interdependencia positiva (…) Nevertheless, both instruments differ with what has been recognized regarding classroom observations since, in classroom observations, most of the students evidenced a lack of collaborative skills while performing group activities. Therefore, it provoked a sense of individualism and competition, which were recognized as the main patterns when positive roles, positive goals and sequence interdependence strategies were included during students’ performance of different activities. Some of the references to come with this conclusion were: 1st observation: (Post activity) Students are supposed to work in pairs. However, most of them work individually, despite their belonging to a group. 2nd observation: (While activity) Despite students are asked to perform the puzzle activity in pairs, some students ask to complete it alone. Additionally, positive roles, positive goals and sequence interdependence strategies would not be categorized as a completely failure. Despite most of the groups could not achieve the goal of the activity (develop collaboration) as well as the lesson goal, they were useful for few students during the performance of some tasks since they were able to work collaboratively during group activities. Moreover, despite students and interviewers comprehend that working together can help to develop social and cognitive skills, it has not been seen as an aspect that students have developed since they argue that in other subjects, activities generally are focused on individual’s goals..

(11) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 11. Student 1: (…) Yo creo aprendo más sola, uno porque estoy acostumbradas ya que los otros (teachers) no hacen actividades en grupo, solo las disertaciones (…) Student 2: La profe (Name) dice que en trabajos en grupo solo jugamos y no aprendemos nada. Por eso siempre hacemos trabajos solos. Additionally, as well as observations and the outcomes from the focus group (despite them mentioning they prefer working in group rather than individually) have evidenced that students feel a sense of frustration when performing a group activity due to dissimilar ideas, lack of commitment in the group, or irresponsibility among the group participants. 3rd observation: (…) During the activity three of the six groups discuss (…) Focus group: Student 1: (Negative aspect of working with others) Por ejemplo, estás lo más bien y se enoja. A lo mejor se produce porque quizás el otro se molestó o un niño falta. Student 2: (…) Cuando no todos tienen la misma idea y se terminan peleando Student 3: Cuando no todos tienen la misma idea y se terminan peleando Despite the aforementioned, a slight variation arose during the 4th observation in regard with Positive rewards strategy. 4th observation: The teacher is dealing extra points for “means of transports oral presentation” with students. Host Teacher: ¿Quieren puntos extras para sus presentaciones? (…) Para eso deben todos trabajar juntos en sus presentaciones y presentarla hoy mismo..

(12) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 12. 4th Observation: Students work and share ideas while working on the post activity (…) Also, they participate and ask if they can present their “means of transports”. On the one hand, this strategy helped students work in groups. But on the other hand, students’ focus was on the achievement of the reward instead of the lesson goal. Research Implication The findings of this study, and the outcomes demonstrated by students during collaborative tasks activities, support the implementation of Positive Interdependence method in this context since interaction contributes and leads students learn the target language. Johnson, Johnson and Holubec (1998) argue that the success of the PI method depends on the participation and interaction of all members from a group (p. 4-7). Therefore, it requires that all students have a similar understanding of the concept. In another study, Babu et al. (2017) argues that collaborative learning (CL) is frequently most effective when learners think and talk, discuss, question, analyze and solve problems without the constant teacher’s mediation (p. 29). Hence, this reinforces the concept that learning is developed more in depth when lessons are student-centered, as students learn readily from peers or in a group with peers (Babu et al., 2017). Moreover Brown (1994) states that ‘collaborative learning is not just nice, it is necessary for survival’ (p.10). Additionally, in regard with this context, students tend to have individualistic reactions when are assigned to perform an activity with others, since they are used to complete individual activities in English lessons, as well as in other subjects. Therefore, the PI method success in this context would be questioned due to the few instances of studentstudent interaction among 6th graders during classes..

(13) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 13. Conversely, Collazos, Guerrero and Vergara, (2001) suggest that collaborative learning (CL) is not opposed to individual work, as it might be observed as a complementary learning strategy that strengthens the student’s development. Hence, this perspective would benefit the vision that other teachers and researchers have about collaborative learning. Likewise, they argue that the development of CL can be seen as a reinforcement of group cognitive skills, as well as individual cognitive abilities. Furthermore, in other research, Korn and Veith (2009) describe the concept “Scaffolding collaboration”, and they argue that by scaffolding, the community can achieve much more than one individual participant could achieve (Korn, M. and Veith, M., 2009). Hence, this concept can be effective to converge the lack of collaborative skills in students with the expected outcomes that PI method seeks. Additionally, Blake and Pope, (2008), suggest that the use of language and shared experience is essential to successfully implementing scaffolding as a learning tool. Furthermore, this idea would benefit students develop interaction by supporting each other when conducting groups tasks. Regarding scaffolding collaboration and students from this context, it has been seen that students have assumed patterns, which have also been stimulated by teachers, that have affected their group performance in different tasks connected to the strategies used. Regarding the strategies implemented, the outcomes evidenced do not grant the researcher their reliability as concrete facts since these strategies need to be previously scaffolded when working collaboratively. (Korn and Veith, 2009) Finally, James (n.d.) advocates Vygotsky’ ZPD theory for the development of collaborative skills of students, who views interaction with peers as an effective way of developing skills and strategies. Furthermore, Nassajia and Fotos (2010: 106) (as cited in James, n.d.) argue,.

(14) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 14. who state that ZPD highlights the central role of collaboration in mediating learning and cognitive development (p. 4). In addition, the researcher believes that group-work is a very effective way of managing differentiation, particularly through the use of peer scaffolding (James, A. n.d. p. 4). Those method would help to develop positive interdependence as well as collaborative learning and work in this context. Conclusions This classroom research intended to investigate the effectiveness of PI method in collaborative tasks through the implementation of the strategies exposed in this research. This qualitative research affords significant data which may be useful to the school and teachers to address future social and/or cognitive issues in 6th graders, as well as with other courses. Participants in this investigation provided relevant data regarding an understanding of collaborative learning, as well as positive interdependence. Several researchers and theories support the implementation of positive interdependence within classroom due to its social and cognitive benefits for students. Nevertheless, the success of PI method depends on several factors, such as previous scaffolding about group work, proper activities and the context where this method would be conducted..

(15) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 15. References Babu, G., Suresh, P., & Pariventhan, K. (2017) Enhancement of learning through collaborative learning techniques. New Man Journal of Multidisciplinary Studies, Vol. 4, 29-38. Retrieved from Blake, B. & Pope, T. (2008) Developmental Psychology: Incorporating Piaget’s and Vygostky’s Theories in Classroom. Journal of Cross-Disciplinary Perspectives in Education,1 (1), 57-67. Retrieve from https://jcpe.wmwikis.net/ Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2). pp. 77-101. Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4–12. Collazos, C., Guerrero, L., & Vergara, A. (2001). Aprendizaje Colaborativo: un cambio en el rol del profesor. In Proceedings of the 3rd Workshop on Education on Computing, Punta Arenas, Chile. Corbin, J., Strauss, A., & Strauss, A. L. (2014). Basics of qualitative research. SAGE.. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge. Retrieved from https://www.coe.int/t/dg4/linguistic/source/framework_en.pdf Froyd, J. (2014). Positive interdependence, individual accountability, promotive interaction: Three pillars of cooperative learning. The Foundation Coalition..

(16) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 16. Gibbs, G. (2007). Qualitative Research kit: Analyzing qualitative data London, England: SAGE. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6 James, A. (n.d.) The effect of collaborative learning on students understanding, as perceived by teachers and Year 5 ESL students. Retrieved from http://www.academia.edu/4021937/The_Effect_of_collaborative_learning_on_student_und erstanding Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college. faculty. instructional. productivity.. Retrieved. from. http://files.eric.ed.gov/fulltext/ED343465.pdf Johnson, D.W., Johnson, R.T., & Holubec, E. J. (1998). Cooperation in the classroom (pp. 4-7). Boston, MA, USA: Allyn and Bacon Publishing. Kitzinger, J. (1995). Qualitative research. Introducing focus groups. BMJ: British medical journal, 311(7000), 299 Korn, M., & Veith, M. (2009). Learning support through scaffolding collaborative project work. In Proceedings of the 9th international conference on Computer supported collaborative learning. Vol. 2 (pp. 73-75). International Society of the Learning Sciences McKay, S. (2006). Researching second language classrooms. ESL & Applied Linguistics. Professional series. London: Lawrence Erlbaum Associates..

(17) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 17. MINEDUC (2012). Decreto Supremo N°170/09. Orientaciones Técnicas para PIE. [PDF Document]. Retrieved. from. http://portales.mineduc.cl/usuarios/edu.especial/doc/201209121910450.PPT_DS170_04_Tr abajo_Colaborativo.pdf MINEDUC (2017). Subvención Escolar Preferencial. Alumnos prioritarios y preferentes. Retrieved from https://sep.mineduc.cl/alumnos-prioritarios-preferente/ MIME (2017). Ficha Establecimiento. Escuela Educadores de Chile. Retrieved from http://www.mime.mineduc.cl/mime-web/mvc/mime/ficha Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and collaborative learning..

(18) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 18. APPENDICES Appendix A ‘Classroom seating arrangement’.

(19) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 19. Appendix B ‘Semi-structured for teacher and staff member’ Interview for Teachers and Staff Member Regarding to your experience as a Teacher with 6th grade students in Escuela Educadores de Chile…. 1. ¿Cómo describirías el desarrollo de las habilidades colaborativas de los estudiantes durante este semestre? 2. ¿Consideras que los estudiantes han tenido un espacio propicio para poder desarrollar sus habilidades colaborativas durante las clases de inglés? 3. ¿Cuál(es) serían las(os)principales desafíos y/o dificultades que los estudiantes presentan durante trabajos grupales de colaboración? 4. ¿Cómo es la actitud que los estudiantes presentan frente a trabajos de colaboración? 5. ¿Consideras que en los estudiantes pueden maximizar su aprendizaje y habilidades de colaboración a través de actividades grupales? ¿Qué beneficios crees que pueden lograr? 6. En consideración al método de enseñanza ‘Interdependencia Positiva’, ¿Crees tú que puede ser de utilidad aplicarlo en este contexto escolar? ¿Por qué? Pregunta Opcional 1. Acorde a tu criterio, ¿Qué estrategias de enseñanza pueden desarrollar una interdependencia. positiva. en. las. habilidades. colaborativas. estudiantes? ¿Podrías hacer una pequeña descripción?. de. los.

(20) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 20. Appendix B ‘Focus Group’ Parte 2: Preguntas de Apertura 1.- ¿Cómo describes tu aprendizaje del inglés durante este semestre? ¿Ha sido distinto/Igual a los semestres anteriores? 2.- Al momento de aprender inglés, ¿Cuáles son los momentos donde entiendes de mejor manera el idioma? 3.- ¿Creen que aprendes más cuando hacen actividades o cuando le es explicado con palabras? 4.- ¿Prefieres hacer las actividades de manera individual o grupal y por qué? 5.- ¿Cuáles crees que son los aspectos positivos/negativos de trabajar en grupo? 6.- A partir de tu punto de vista, ¿Qué aspectos crees que puedan ser de beneficio al trabajar en grupo? ¿Y qué aspectos hacen más difícil el trabajar en grupo? 7.-, ¿Qué experiencias de trabajos grupales has disfrutado y/o aprendido más? Qué experiencias no has disfrutado y/o aprendido poco o nada? ¿Por qué? 8.- ¿Con que tipo de rol te sientes mejor o más cómodo dentro de un grupo? 9.- ¿Crees que asignar roles dentro del grupo pueda ser beneficioso para el desarrollo de la actividad? 10.- ¿En qué medida crees tú que el asignar roles pueda ayudar al aprendizaje de todo el grupo?.

(21) POSITIVE INTERDEPENDENCE DEVELOPMENT IN COLLABORATIVE TASKS 21 Appendix D ‘Classroom Observation coding chart’. EVIDENCE. 1st Class Observation. 2nd Class Observation. 3rd Class Observation. 4th Class Observation. OPEN CODES. AXIAL CODES. SELECTIVE CODES.

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