Integrating Peer Collaboration to Improve Social Studies comprehension

1. Integrating Peer Collaboration to Improve Social Studies comprehension Will group collaboration in a 4th grade classroom help improve students understanding in Social Studies content? By: ShiuliArshad Dr. Sharon O’Conner Petruso CBSE 7202T

2. Table of Contents • Abstract………………………………………………………Slide 1 • Statement of the problem………………………….Slide 2 • Review of Literature…………………………………..Slide 3 • Statement of Hypothesis…………………………… Slide 4 • Methods: Participants/Instrument Procedure…………..Slide 5 • Research Design………………………………………….Slide 6 • Threats to Validity……………………………….……………………….Slide 7 • Discussion/Implications……………………………….Slide 8 • References……………………………………………………Slide 9

3. Abstract These days Social Studies are given less importance in schools because other subjects such as math and science are being given greater importance. This action research examines how student’s comprehension level increases in social studies through peer collaborative learning. Students participating in group work throughout this study will have a greater outlook on social studies as well as have a better understanding of the contents because of their collaboration. The group design consisted of fifteen 4th grade students all from different demographics. The design includes a pretest and posttest. Students were also given a pre and post survey to determine their attitudes towards social studies and peer collaboration before the intervention and after the intervention. The treatment was administered twice a week for 6 weeks where students collaborated with their peers through conversations, debates and group work. The results showed an improvement on students reasoning and understanding of social studies content after the intervention.

4. Statement of the problem Social Studies has been a topic that students are least likely to discuss with their peers because the topic may not be interesting enough or they are not understanding the materials. This subject is usually taught in the traditional way where teachers give the information but students are not understanding or retaining any information. Students need to be taught in a way that they are able to relate to the materials they are learning, interact and collaborate not only with the teacher but their peers in order to gain a better understanding of the content.

5. Review of Literature “Instructors believe that encouraging students to learn in groups will lead to better retention understanding of materials and improve student motivation” (Gadgil and Nokes-Malach2012). “Cooperative learning programs encourage students of all performance levels to work together in small groups toward group goals. Rather than competing for grades and other rewards as individuals, students help one another to learn and to achieve” (Manning, M. L., & Lucking, R. R. 1991). “Most researchers speculate that peer learning is effective because it fosters constructive student interaction and active involvement”(Gabriele, A.J., & Montecinos, C. 2001).

6. Statement of the hypothesis Integrating peer collaboration during Social Studies lesson of 15 students in the 4th grade classroom for six weeks, two times a week, will motivate and improve their comprehension in Social Studies.

7. Methods: participants, Instruments & Procedure Participants: 15 4thgrade students not randomly chosen from a regular classroom Instruments and Procedure: 1. Pre-Survey: Teacher gives a survey to determine students feelings towards Social Studies and group work 2. Pre-Test: Teacher evaluates students comprehension on Social Studies based on their test score 3.Post-Test: Teacher re-evaluate each student using the same variables after peer collaboration has been infused in the instruction for 6 weeks. 4. Student Survey: Students complete a survey to re-evaluate their feelings and attitude based on their experience with the group work/collaboration infused instruction.

8. Research Design Research Design: Pre-Experimental Design • One single Group: One designated treatment group (X) • There are no control group • Participants are not randomly selected. Students are selected from a 4th grade class. One Group Pretest-Posttest Design • Single group is pretested (O), exposed to a treatment (X) and post-tested (O). • Symbolic Design: OXO • Participants will consist of 15 students for this research • Research will be conducted for 6 weeks

9. Threats to validity Threats to Internal Validity • History:. fire drills, bad weather, student absent, a fight in school, student getting sick, emotional distress etc. can all influence the variable. • Maturation:not be as engaged, losing interest while other students may become more engagedin group work. • Mortality: pulled out of the school, absent for the duration of the intervention. Threats to External Validity • Selection-Treatment Interaction: Students will not be randomly selected. They will be from a 4th grade class and will remain constant. • Multiple Treatment: Same treatment for all, undergoing two treatments; a pretest and a post test. • Experimenter Effects: Any personal biased feelings will effect results

10. Survey Questions Likart Scale • 1. I like to work alone. 1.Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree • 5. I learn more when I work with my peers. 1. Strongly Disagree 2.Disagree 3.Agree 4.Strongly Agree • 11. I do well in Social Studies. 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree • 18. I like group work. 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree

11. data analysis & correlation There is a positive correlation of 0.4 which is a weak relationship between the students pre survey question in liking Social Studies and their post survey question of doing well in Social Studies. The bar graph shows both the pre and post survey results of students. Many students believed they do well in social studies before the intervention. After the intervention their post survey results showed a higher percentage of students like Social Studies. The pre survey mean shows 2.46 and post survey shows 2.86. The total percentage of the both is 0.86%. rxy= 0.4 Pre survey Mean=2.46 Post survey Mean= 2.86

12. data analysis & correlation This is a weak negative correlation of -0.5. It shows that students view of social Studies did not effect their pre test scores. The bar graph also shows that many students believed that social studies is not important and that did reflect on their pre test scores which many scored low on. The pre survey mean is 2.7and the pre test score mean is 62%. The percentage of both the pre survey and pre test is 0.62%. Rxy= -0.5 Pre Survey Mean= 2.7 Pre test score Mean=62% Percentage = 0.62%

13. Discussion Results Based on the results and the literature reviews study found a positive change in attitudes towards Social Studies subjects as well as students overall understanding of the topics. Since this small group was successful in this project the findings imply that similar research can be conducted with a large group of students whether in a self-contained classroom or even with English language learners. Collaborative learning can positively motivate students to interact and work with their peers which will help them to gain a better understanding of what they are learning.

14. references • O’Connor-Petruso, S. (2012). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/ • Gadgil, S., & Nokes-Malach, T.J. (2012). Overcoming Collaborative Inhibition through Error Correction: A Classroom • Manning, M. L., & Lucking, R. R. (1991). The what, why, and how of cooperative learning. Social Studies, 82(3), 120 • Gabriele, A.J., & Montecinos, C. (2001). Collaborating With a Skilled Peer: The Influence of Achievement Goals and Perceptions of Partners’ Competence on the Participation and Learning of Low-Achieving Students. Journal Of Experimental Education, 69(2), 152.