Effect of Collaborative Learning on the Academic Achievements of Post-Graduate Students

Abstract

The current research reviewed the impact of collaboration learning on the academic performance of post-graduate learners. The study area was Government College University Faisalabad and the Faculty of social sciences was chosen based on convenience sampling because it was feasible and relevant to the research purpose. The faculty consist of 13 departments and ten post-graduate students per department were randomly sampled in the sample making a university total of 130 respondents. The validated and reliable interview schedule was utilized in the collection of as a means of data collection that was specifically designed according to the study objectives. The analysis of the data was conducted with the help of  SPSS i.e. descriptive statistics, correlation analysis, and multiple regression were computed. High mean scores of collaborative learning, student engagement, learning motivation, and critical thinking skills, as the descriptive results showed, manifest a supportive and positive learning environment. The correlation analysis found that collaborative learning had a positive and significant relationship with academic achievement, student engagement, learning motivation, and critical thinking skills. Multistage regression analysis further revealed that collaborative learning was the most powerful indicator of academic achievement followed by student engagement and critical thinking skills as well as learning motivation. It was found that all predictor variables had significant contribution to explain the variations in academic achievement. The results indicate that school-based learning, which is packaged as collaborative learning strategies, plays a key role in improving student academic performance through student engagement, motivation, and critical thinking skills. The paper indicates that problem-based and collaborative learning methods can be integrated effectively into the post-graduate education to enhance academic performance. These findings have significant implications on the educators, curriculum developers, and policymakers who would want to improve teaching and learning practices in the institutions of higher learning.