Citation
Oroka, Othuke Valentine
Department of Business Education
Delta State University, Abraka,
Delta State, Nigeria.
ovoroka@delsu.edu.ng (ORCID: 0009-0003-9753-9140)
ABSTRACT
This
study considered a
correlational study between identifiable dimensions of collaborative learning
(peer teaching and problem-based learning) on the academic outcomes of business
education students among tertiary institutions in Delta State. Two research
questions were answered and two null hypotheses were tested in the study. The correlational
design was adopted for the study. The population was made up of 1,847 business
education students in five Tertiary institutions: one federal owned institution
and four state owned institutions that run business education programme. In
determining the sample size of 369 for the study, the Taro-Yamene (1964)
formula for finite population was applied. The research instrument used for
data collection is the structured questionnaire of four-point likert rating
scale. The Instrument was face and content validated. The Cronbach Alpha
Reliability Test (CART) technique was adopted to obtain a coefficient of 0.87.
The data that were gathered in the course of this study were analyzed using
relevant descriptive statistics which included mean and standard deviation to
answer the research questions, while F-Statistics was obtained from the simple
regression estimation which was conducted alongside the descriptive statistics
for the hypotheses. It was found out that, there is a significant relationship
between identifiable dimensions of collaborative learning (peer teaching and problem-based
learning) on the academic outcomes of business education students among
tertiary institutions in Delta State. Amongst others, it was recommended that
Efforts should be made by business education lecturers to incorporate the
collaborative learning models to their respective teaching approaches when
engaging business education students in their academic endeavours.
Keywords:
Collaborative Learning, Peer
Teaching, Problem Based Learning, Academic Outcomes & Business Education
INTRODUCTION
Background
of the Study
At the international
community, the business environment has over time undergone continuous and
constant changes in the area of technology and culture and these changes have
equally changed the way students are being educated. Better ways of teaching
and learning have evolved over time. One of these modern methods of teaching is
the collaborative learning method (Pozzi et al., 2023). Collaborative learning
model like other experiential methods such as guest lecturers, live projects,
internships, games, case research, action research and customized business
simulations has been found to contribute immensely to students’ creativity and
development of employability skills (Global Business School Network, 2017). In
teamwork and decision –making course teaching, Zieba and Zieba (2014) proposed
a problem-solving approach to create learning environment where students are
encumbered with problematic task to perform. First and foremost, students solve
it independently and after making specific related actions the participating
students are organized into teams to work out a mutually accepted strategy of
solution. The central objective of this instructional approach is aimed to
determine the quality of teamwork and evaluate the extent team synergy,
understanding the dominant culture and differences in individual work in
comparison to team collaboration.
Collaborative
learning is a sustained, two-way communication between students and students or
between students and the coordinating educator, tutor, lecturer or facilitator
with the central objective to complete task or build social relationship. The
web-based learning environment has been split into four fundamental types; the
learner-content, learner-learner, learner-instructor and learner –interface
which create an effective environment for information sharing, negotiation and
knowledge construction. The various components of interactive collaboration
pedagogy except learner-interface interaction have been related to cognitive
and social constructivist orientations. The socio-constructivist perspective is
rooted in the argument that knowledge is collaboratively constructed through
social context mediated by discourse.
The
main goal of collaborative learning in the classroom is to influence the
information and abilities needed to fulfill both academic goals and financial
responsibilities in any organization, commercial or otherwise (Olorode &
Jimoh, 2016). Business education is a special discipline that equips students
with the knowledge, abilities, and attitudes needed to manage advanced office
equipment and information. Nwazor (2012), however, has criticized the lack of
the education provided by tertiary institutions, particularly in the business
education programmes; as students have not been efficiently prepared for
situations they will face in the real world after graduation. Igberaharha
(2021) noted that, education plays a significant role in the foundations of the
economic, social, cultural, and political development of any nation. The perceived expectation gap between the
knowledge acquired by students during their undergraduate programmes and what
is expected of them upon graduation is traceable to the mode of teaching and
learning adopted by most tertiary institutions in Nigeria and beyond. Hence,
collaborative learning could have a correlation on business education student’s
outcome.
Statement
of The Problem
The
conventional teaching strategy, also known as the traditional "chalk and
talk" method of teaching, which was consistently used by business
education lecturers at the tertiary level, is gradually not yielding much as it
concerns business education students’ academic performances. According to proponents of modern teaching
techniques like the collaborative learning model, more notable results are
produced using these modern teaching techniques (Tumba, Chinda, &
Andeyarka, 2014). However, in recent years, this argument has caused a lot of
concern about collaborative learning (Nwosu & Akaraka, 2020; Ikpesu, 2021).
Despite
the aforementioned, a close examination of the results of earlier studies
reveals that, despite growing concerns about collaborative learning, previous
attention has not been given to analyzing the impact that particular forms of
collaborative learning may have on students' identifiable academic outcomes, as
demonstrated by business education students. Also, instruction does not fully
acknowledge the new age environment in classrooms in terms of constructivist
learning. There is avalanche of empirical evidence on the
presumed importance of collaborative learning methodologies; however, there is
dearth of empirical evidence on how peer teaching and problem-based
learning impacts academic outcomes of students particularly,
Business Education Students in tertiary institutions in Delta State. Hence, the paper considered a correlational
study between identifiable dimensions of collaborative learning (peer teaching
and problem-based learning) on the academic outcomes of business education
students among tertiary institutions in Delta State.
Objectives
of The Study
The main focus of this research was to examine a
correlational study between identifiable dimensions of collaborative learning (peer
teaching and problem-based learning) on the academic outcomes of business
education students among tertiary institutions in Delta State. The specific objectives were to:
1.
Examine the
relationship between collaborative learning dimension of peer teaching and the academic
outcomes of business
education students among tertiary institutions in Delta State.
2.
Examine the
relationship between collaborative learning dimension of problem-based learning
and the academic outcomes of business education students among tertiary
institutions in Delta State.
Research Questions
In line
with the objectives of study, the following research questions were raised and
answered:
1.
Is there
any significant relationship between collaborative learning dimension of peer
teaching and the academic outcomes of business education students among
tertiary institutions in Delta State?
2.
Is there
any significant relationship between collaborative learning dimension of problem-based
learning and the academic outcomes of business education students among
tertiary institutions in Delta State?
Hypotheses
The following hypotheses were formulated and tested
at the 0.05 level of significance:
HO1:
There is no significant relationship between
collaborative learning dimension of peer teaching and the academic outcomes of business
education students among tertiary institutions in Delta State.
HO2:
There is no significant relationship between
collaborative learning dimension of problem-based learning and the academic
outcomes of business
education students among tertiary institutions in Delta State.
REVIEW OF
RELATED LITERATURE
The related literature was reviewed under the
following sub headings; concept of collaborative learning; dimensions of
collaborative learning (peer
teaching and problem-based learning); collaborative learning and academic
outcomes.
Concept
of Collaborative Learning
Collaborative learning is a
cognitively engaged learning that focus on the process of building knowledge
through a combination of comprehending and transforming experiences of
participants. The method supplemented by tools and technology produces a learning
environment that sparks students’ interaction and cognitive engagement.
Accordingly, Sheriff,
Ifedayo & Yetunde (2019)
argues that collaborative learning is facilitated by multimedia instructional
technology so that lecturers and students alike who work together to accomplish
certain learning objectives create a synergy.
Under the collaborative learning
model, lecturers and students work together in groups or in teams to encourage
engagements and interactions. To fulfill the learning needs of the current
generation of students generally, collaborative learning has recently undergone
extensive adaptation to the more dynamic corporate and educational environments
(Ikpesu, 2021). With little teacher interaction or direction, students work
collaboratively to exchange ideas and information in a system of learning known
as collaborative teaching. As a result, it is a teaching style that encourages
discussion among students in the same class and age group. A problem-solving,
task-completion, or product-creation activity is completed by a group of
learners as part of the collaborative learning approach to teaching and
learning. It is a method of instruction whereby students cooperate in small
groups to achieve a common objective.
Dimensions
of Collaborative Learning Used in the Study
The dimensions of collaborative
learning used for this study and which literatures were reviewed on are peer teaching and problem-based learning:
Peer Teaching
Peer teaching is a form of
collaborative learning where under given arrangements, students intentionally
teach themselves. A key element of effective university classrooms is student
participation in the learning process. Too frequently, we find students enter a
class, sit down, listen to a lecture, and then leave without using higher-order
thinking skills. During lectures, most students are typically uninterested,
detached, and cognitively disengaged (Pozzi, et al., 2023).
Practically, peer teaching offers
participants to act as both teachers and students in a combination of
techniques. In most cases, participating students collaborate with each other
one-on-one while studying. Students who participate as "teachers" at
any given time typically follow instructions for what to say and how to
interact with their counterparts who are participating as "learners."
The benefit of peer teaching is that it allows participating
students/collaborators to tailor lessons to each student's needs. In many
instances, all students taking part in peer teaching/tutoring get to act as
both teachers and students. Peer tutoring has been shown to have a wide range
of positive outcomes, including improvements in reading, language skills,
academic success, student attitudes toward school, and classroom behavior (Insai
& Poonlap, 2010).
Problem-Based Learning
The protocols for small-group
discussions are created to encourage students to use critical thinking skills
such as interpreting, evaluating, analyzing, and/or synthesizing knowledge
and concepts. Students are required to think critically, add their ideas to the
topic, listen intently, and answer meaningfully to one another in the
small-group environment and structured discussion format.
Problem Based Learning (PBL) students engage
in groups to assess their prior knowledge, consider what they need to learn,
consider what they should do, consider how and where to get new information,
and then work to solve a problem. Students will develop hypotheses, recognize
learning difficulties, search out information sources, and assess the knowledge
they find, reflect, incorporate new information, and synthesize solutions to
obstacles. Teachers can help students learn by encouraging them to concentrate
on their learning goals, providing a conducive learning atmosphere, and keeping
an eye on the learning process (Kumar, 2017). PBL is an inductive process, which
is considered a better alternative to traditional teaching methods in both
secondary and higher education, and a key area of study for educational scholars
in the twenty-first century.
In higher institutions, educational
issues may be resolved in a problem-based collaborative learning setting. This
is so that students can put out effort to find solutions to real problems in a
problem-based collaborative learning environment, use various technology tools
to identify the relevant sources, collaborate with classmates, receive
instructor support, and develop a solution.
Collaborative
Learning and Academic Outcomes
Over the past decades, educators
have understood the benefits of group learning. There is widespread agreement
among educators that pupils learn poorly when they are treated as lone
"receivers" of information. In fact, overcoming isolation is a
necessary part of learning to write. In order to promote active learning and
give students the chance to become more deeply involved with their writing and
with one another, collaborative learning exercises, such as peer review
workshops, collaborative research assignments, group presentations,
collaborative papers, and discussion groups, are essential elements in enhancing
classroom learning (Mohammad, 2015).
Academic
outcomes can be measured on the basis of the breadth of knowledge gained via
learning. The child learns by following the directions they are given at
schools, which are structured around a number of core activities in which
teachers assign students tasks and assess and contrast the caliber of their
work. More achievement opportunities are offered by the school than by the
household so that researches have established that a variety of variables, in
addition to knowledge, affect students' academic performance (Kumar, 2017). In
most cases, an understanding of the academic outcomes of students are well
captured by a careful analysis of the extent of their being active, being
proficient, having an effect on the surroundings, and competing against some
benchmark of excellence in the area of their academics. Prior studies preferred
the word “academic success” and/or academic performance and are mostly used
interchangeably. Notwithstanding, the concept “academic outcomes” is more
encompassing as it covers both measurable and observable/qualitative
attributes.
Noteworthy, the academic
performance of students is one of the performance indicators for any
educational institution as it summarizes the students’ capacity to demonstrate
academic success in the accomplishment of desired objectives. Although many
academics stress the need of mental and cognitive ability for academic success,
great intellect does not ensure it, and people should be aware of their
preferred learning techniques. It is in this light that this study examined the
extent of influence which collaborative learning has on the academic/learning
outcomes of business education students.
METHODOLOGY
Research Design
The correlational research design which is
structured for establishing relationship between two or more variables was
adopted in this study. The study
established the relationship between collaborative learning dimensions (peer teaching and problem-based learning)
and the academic outcomes of Business Education Students The independent variables
of collaborative learning are peer teaching and problem-based learning,
while the dependent variable is academic outcomes.
Population of the Study
The population of
the study was 1,847 business education students in five Tertiary institutions
in Delta State Nigeria: one federal owned institution and four state owned
institutions that run business education programme. They are: Delta State
University, Abraka (371); University of Delta, Agbor (377); College of
Education Warri (343), College of Education, Mosogar (320), and Federal College
of Education (T), Asaba (436) in 2021/2022 academic session. (Source: Admission
units in the various institutions; 2023).
Sample Size and Sampling Technique
In determining the
sample size for the study, the Taro-Yamene (1964) formula for finite population
was applied. The formula was considered more appropriate since the population
of respondents is large and known (Eric, 2009). 20% of the population from various
institutions were used to yield a sample size of: Delta State University,
Abraka (74); University of Delta, Agbor (75); College of Education Warri (69),
College of Education, Mosogar (64), and Federal College of Education (T), Asaba
(87). This gave a total sample size of 369.
Instrument
A well-structured
questionnaire was used to elicit responses from the sampled students in the
course of this study. The questionnaire is divided into two parts. Part A was
designed to obtain demographic information about the respondents. Part B was
designed using the four point-like scale to obtain responses relating to the
research questions and specific objectives on peer teaching and problem-based
learning. While their Cumulative Grade Point
Average (CGPA) was obtained and used as their academic outcomes.
Validity of Instrument
Two
types of procedure were adopted by the researchers for this study to establish
the validity of the instrument. These are the face validity and the content
validity.
Reliability of the Instrument
The
reliability of the instrument was established through the Cronbach Alpha
Reliability Test (CART) technique. In order to get the relevant data for this
purpose, a pilot study was conducted and draft copy of the questionnaire was
administered to fifty (50) business education students in the Delta State
University Affiliate programme of Michael and Cecelia Ibru University,
Agbarotor. The overall CART coefficient stood at 0.8653 (approximately 0.87),
showing that the research instrument is reliable. The choice of Cronbach
Alpha’s reliability was based on the fact that: the questionnaire items are of
multiple response type.
Method of Data Collection
Data were obtained through the use
of self-administered questionnaire to the respondents in order to obtain the
dimensions of Collaborative learning (peer teaching and problem-based learning). While their Cumulative Grade Point Average
(CGPA) was obtained and used as their academic outcomes.
Method
of Data Analysis
The
data were analyzed using relevant descriptive statistics which included mean
and standard deviation. To test the relevant hypotheses, the F-Statistics was
obtained from the simple regression estimation which was conducted alongside
the descriptive statistics. The results from both the descriptive and
inferential statistics were however presented by means of relevant tables.
Data
Presentation
Research
Question One: Is there any
significant relationship between collaborative learning dimension of peer
teaching and the academic outcomes of business education students among
tertiary institutions in Delta State?
Table
1
Responses to Items on
Collaborative Learning Dimension of Peer Teaching (CLDPT) on the Academic
Outcomes of Business Education Students
|
S/N |
Questionnaire Items |
N |
Mean |
Std. Dev |
Remarks |
|
CLDPT1 |
Peer teaching enhances the
academic outcomes of business education students
|
184 |
3.52 |
0.768 |
Strongly Agree |
|
CLDPT2 |
Business
education students learn better when they teach themselves |
184 |
3.51 |
0.761 |
Strongly Agree |
|
CLDPT3 |
Peer teaching gives students the
opportunities of sharing their ideas and interact with others while
learning |
184 |
3.51 |
0.701 |
Strongly Agree |
|
CLDPT4 |
Students
are more active and adapts faster when applying the peer teaching dimension
of collaborative learning |
184 |
3.50 |
0.694 |
Strongly Agree |
|
CLDPT5 |
Involvement
in students teaching students has positively influenced the academic outcome
of business education students. |
184 |
3.50 |
0.754 |
Strongly Agree |
|
|
GRAND MEAN |
|
3.51 |
0.736 |
Strongly Agree |
Source: Researchers’
Computation, 2023.
Table 2
Summary of Pearson’s product moment
correlation co-efficient (r) computation for Collaborative Learning Dimension of Peer Teaching (CLDPT) and the
Academic Outcomes of Business Education Students
|
Variables |
N |
∑X /∑Y |
∑X2/∑Y2 |
Grand Mean |
∑XY |
R |
|
Peer
Teaching (X) |
369 |
630.85 |
2345.9 |
3.51 |
1568.67 |
0.70 |
|
Academic
Outcome (Y) |
369 |
414.11 |
1215.52 |
3.56 |
Source: Researchers’
Computation, 2023
In order to answer research question
one, a Pearson’s product moment Correlation co-efficient (r) was computed using
the variables of peer teaching and students’ academic outcome. The summary of
the result generated as indicated in table 2 above, shows that the grand mean
for peer teaching (3.51) is lower than the grand mean of their academic outcome
(3.56) and that there is a positive correlation between student’s peer teaching
and their academic outcome (r = 0.70). The answer to research question 1
therefore, is that peer teaching has relationship on students’ academic outcome
in Business education.
Research
Question Two: Is there any
significant relationship between collaborative learning dimension of problem-based
learning and the academic outcomes of business education students among
tertiary institutions in Delta State?
Table 3
Perception of Respondents on Collaborative
Learning Dimension of Problem Based Learning Teaching (CLDPBL) on the Academic
Outcomes of Business Education Students
|
S/N |
Questionnaire Items |
N |
Mean |
Std. Dev |
Remarks |
|
CLDPBL1 |
Involvement of students in Problem
based learning has significant positive influence on examination outcomes of business
education students |
345 |
3.64 |
0.755 |
Strongly Agree |
|
CLDPBL2 |
Students who partake in Problem
based learning tend to have more understanding of the subject and
subsequently perform excellently during examination |
345 |
3.54 |
0.723 |
Strongly Agree |
|
CLDPBL3 |
Being part of Problem based
learning has positively influenced learning and students’ performance during
examinations |
345 |
3.51 |
0.693 |
Strongly Agree |
|
CLDPBL4 |
PBL students engage in groups to
assess their prior knowledge, and considers what they need to learn which
influences business education student’s outcome. |
|
3.67 |
0.671 |
Strongly Agree |
|
CLDPBL5 |
Problem
based learning has particularly contributed to improvement in learning and
examination outcomes of business education students |
345 |
3.73 |
0.663 |
Strongly Agree |
|
|
GRAND MEAN |
|
3.62 |
0.701 |
Strongly Agree |
Source: Researchers’
Computation, 2023
Table 4
Summary of Pearson’s product moment
correlation co-efficient (r) computation for Collaborative Learning Dimension of Problem Based Learning (CLDPBL) and
the Academic Outcomes of Business Education Students
|
Variables |
N |
∑X /∑Y |
∑X2/∑Y2 |
Grand Mean |
∑XY |
R |
|
Peer
Based Learning (X) |
369 |
634.87 |
2342.6 |
3.62 |
1572.67 |
0.68 |
|
Academic
Outcome (Y) |
369 |
414.11 |
1215.52 |
3.56 |
Source: Researchers’
Computation, 2023
In order to answer research question
two, a Pearson’s product moment Correlation co-efficient (r) was computed using
the variables of problem-based learning and students’ academic outcome. The
summary of the result generated as indicated in table 4 above, shows that the
grand mean for problem-based learning (3.62) is higher than the grand mean of
their academic outcome (3.56) and that there is a positive correlation between
student’s peer teaching and their academic outcome (r = 0.68). The answer to
research question 2 therefore, is that problem-based learning has relationship
on students’ academic outcome in Business education.
Hypothesis
I: There is no significant relationship between
collaborative learning dimension of peer teaching and the academic outcomes of business
education students among tertiary institutions in Delta State.
Table 5
Model Summary Relationship
between Collaborative Learning Dimension of Peer Teaching and the Academic Outcomes of Business education
students
|
Academic Outcomes |
Coeff. |
Std. Err. |
T |
P
> | t | |
R2 |
Decision |
|
Peer Teaching |
0.8749 |
0.0305 |
28.71 |
0.000
0.000 |
0.8191 |
Reject Null |
|
_cons F(1, 367) Prob > F No. of Obs. |
0.5356 824.28 0.0000 369 |
0.1087 |
4.93 |
Source: Researchers’
Computation, 2023
Table 5 presents the result for the test
of hypothesis 1 of this study. As observed, the correlation between
collaborative learning collaborative
learning dimension of peer teaching and the academic outcomes is
positive (0.8749). The standard error obtained is 0.0305 indicating that the
model estimating the extent to which peer teaching influences academic
outcome\s is approximately 99.97% accurate since the distance between data
points and fitted values of the regression model is averagely small (0.0305). The
result of the t-statistics which is 28.71 with is corresponding p-value of
0.000 suggests that the general belief of the respondents is that there is a
significant relationship between collaborative
learning dimension of peer teaching and the academic outcomes of business
education students among tertiary institutions in Delta State. This position is
further confirmed by the result of the F-statistics of 824.28 (Prob > F =
0.000). Overall, going by the result of the F-Statistics, the null hypothesis 1
of this study is rejected. We therefore accept the alternate hypothesis thus
implying that there is a significant relationship between collaborative learning dimension of peer
teaching and the academic outcomes of business education students among
tertiary institutions in Delta State.
Hypotheses II: There is no significant relationship between
collaborative learning dimension of problem-based learning and the academic
outcomes of business
education students among tertiary institutions in Delta State.
Table 6: Model Summary Relationship
between Collaborative Learning Dimension
of Problem Based Learning and the Academic Outcomes of Business
education students
|
Academic Outcomes |
Coeff. |
Std. Err. |
T |
P
> | t | |
R2 |
Decision |
|
Problem Based
Learning |
0.7739 |
0.0413 |
18.75 |
0.000
0.000 |
0.6588 |
Reject Null |
|
_cons F(1, 367) Prob > F No. of Obs. |
1.0533 351.41 0.0000 369 |
0.1472 |
7.16 |
Source: Researchers’
Computation, 2023
Table 6 presents the result for the test
of hypothesis II of this study. Noticeably, the correlation between
collaborative learning dimension
of problem based learning and the academic outcomes of business education students is
positive (0.7739). The import of this is that problem-based learning is
positively related to the academic outcomes of students so that an increase in
the level of involvement of students in collaborative learning will result to
an increase in the level of improvement in the academics of students. The
standard error obtained is 0.0413 indicating that the model estimating the
extent to which collaborative learning dimension of problem-based learning influences the academic outcomes of business education students is
approximately 99.96% accurate since the distance between data points and fitted
values of the regression model is averagely small (0.0413). The result of the
t-statistics which is 18.75 with is corresponding p-value of 0.000 suggests
that the general belief of the respondents is that collaborative learning dimension of problem-based learning has
significant influence on the
academic outcomes of business education students among tertiary
institutions in Delta State. This position is further confirmed by the result
of the F-statistics of 351.41 (Prob > F = 0.000). Overall, going by the
result of the F-Statistics, the null hypothesis II of this study is rejected.
We therefore accept the alternate hypothesis thus implying that there is a significant relationship between collaborative
learning dimension of problem-based learning and the
academic outcomes of business education students among tertiary
institutions in Delta State.
Discussion of Findings
This study considered a correlational
study between identifiable dimensions of collaborative learning (peer teaching
and problem-based learning) on the academic outcomes of business education
students among tertiary institutions in Delta State.
First, from the
computed mean values and their respected standard deviations, we observed that majority of respondents strongly agree with the
assertion that there is a significant relationship between collaborative learning
dimension of peer teaching and the academic outcomes of business education students among tertiary
institutions in Delta State. Students prefer to collaborate with their peers
for several reasons which ranges from writing of assignments, sharing of ideas,
active interaction with their peers, and speedy adaptation to topical
discussion amongst others. Studies (Al-kaabi,
2016; Nwosu & Akaraka, 2020) have shown that collaborative learning offers
more opportunities to students when compared with the classroom methodology,
making collaborative learning more complaint with recent technologies of learning.
Oroka, Atarere and Okifo (2020) noted that
significant advances in quality and the application of Information and
Communication Technologies (ICTs) have become so attached to contemporary educational
delivery globally.
From the result of the test of Hypothesis I,
most of the respondents believes that there is a significant relationship
between collaborative learning dimension of peer teaching and the academic
outcomes of business
education students among tertiary institutions in Delta State. This position justifies why Ikpesu (2021)
argued that in order to fulfill the learning
needs of the current generation of students generally, collaborative learning
has recently undergone extensive adaptation to the more dynamic corporate and
educational environments. It is pertinent to note that our finding corroborates
the position of prior documentary evidence, though, outside Nigeria (Bicen
& zdamli, 2011).
In addition, from the results of research
question two and hypothesis two majority of respondents strongly agree
with the assertion that there is a
significant relationship between collaborative learning dimension of problem
based learning and the academic outcomes of business education
students among tertiary institutions in Delta This position justifies why previous research evidence had
argued that collaborative
learning engenders interactive processes of discussion, negotiation and
information sharing with co-participants; produces better academic outcomes
when properly synthesized (Chandra, 2015).
Conclusion
Based
on the findings of the study, scholars and researches have thus maintained that
better ways of teaching and learning have evolved over time (Pozzi, 2023). With
this thought, it becomes important to seek strategies that will employ
approaches suitable for enhancing better academic performance of students
generally and business education students in particular. Interestingly,
collaborative learning offers great opportunities to students’ creativity and
development of employability skills achievement. It was thus concluded that there
is a significant relationship between identifiable dimensions of collaborative
learning (peer teaching and problem-based learning) on the academic outcomes of
business education students among tertiary institutions in Delta State.
Recommendations
In
the light of the results of this study, the following recommendations were made:
1. Efforts
should be made by business education lecturers to incorporate the collaborative
learning models to their respective teaching approaches when engaging business
education students in their academic endeavours.
2. To
sustain the present perception of business education students that peer
teaching significantly influences academic outcomes of students. Business education students should be
encouraged to be actively involved in collaborative groups among their peers
3. Students
at all levels should be encouraged to get themselves engaged in various forms
of collaborative models and particularly, problem-based learning which has proven to be one important
method of collaboration that has improved the intellectual capacity and
learning skills of students.
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