Integrating Collaborative Learning Approaches to Improve Academic and Behavioural Outcomes among Low-Achieving Students

发表于：Asian Journal of Research in Education and Social Sciences · 年份：2025 · DOI：10.55057/ajress.2025.7.9.20

Low-achieving students with behavioural issues often struggle to encounter academic potentials due to difficulties in motivation, concentration, and social interaction. This action research intended to implement effective instructional approaches to improve both learning outcomes and classroom behaviour among these students. The study was led in a secondary school in Malaysia and involved twelve Year 10 Biology students known as low-achieving, very low-achieving, and failing. A qualitative, quasi-experimental method was employed to discover how group discussions and presentations could improve engagement and comprehension of the topic “Effects of Insecticides and Pesticides on the Food Chain and Human Health.” Data were collected through classroom observations, student reflections, and interviews, and were analysed thematically to recognize patterns of learning and behavioural responses. Results exposed that group-based instructional approaches improved motivation, participation, and conceptual understanding among most low-achieving students. Structured collaboration stimulated peer learning, enhanced confidence, and nurtured a sense of belonging within the classroom. However, very low-achieving and failing students sustained to face encounters with focus, communication, and anxiety during presentations, demonstrating the need for more differentiated scaffolding and continued teacher support. Behavioural enhancements such as reduced disturbances and greater task perseverance ...