IMPACT OF COLLABORATIVE GROUP WORK ON STUDENT ENGAGEMENT: RESULTS FROM AN INTERVENTION IN BANGLADESH COLLEGE EDUCATION.

Abstract

Abstract

This research is an empirical research question of the efficacy of Collaborative Group Work (CGW) as a transformative intervention to revive student engagement in s attached to the National University of Bangladesh. It deals with the pedagogical stasis of conventional, teacher-centered approaches that often result in the learner’s disengagement. The mixed-methods design was used, which engaged a core sample of 80 undergraduate students in a 120-day longitudinal survey and in Focus Group Discussions (FGDs) with 40 participants3. Measurement: The measurements were quantified in ten dimensions. On the aggregate Active Engagement Score, the quantitative results showed statistically significant improvement (Z = 3.18, p < 0.001) that has a medium effect size (Cohen d = 0.50)5. The most practical influence was observed in the parameter of the teaching method, which had a d = 0.61 value and is an indicator of high student receptivity to active learning. Some of the benefits and systemic hindrances identified through the thematic analysis. CGW is an efficient tool of breaking hierarchical classroom settings and establishing a "Community of Practice" which minimizes the gap in engagement. It is proposed that the Professional Learning Communities (PLCs) should be institutionalized and mobile-friendly EdTech should be adopted.