Comparison between Individual and Collaborative Learning: Determining a Strategy for Promoting Social Skills and Self-Esteem among Undergraduate Students

dc.creator	Sarwat Sultan
dc.creator	Irshad Hussain
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:10Z
dc.date.available	2015-07-20T22:14:10Z
dc.identifier	1027-9776
dc.identifier	https://doaj.org/article/d25856faf15c4d47aeabb044fcc3f2e5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16634
dc.description	Philosophy of working together in classroom settings has been admitted as a substantial process providing a number of benefits to learners than a belief of working individual. Based on this fact the present study was conducted utilizing repeated measure design and experimental approach to compare the utility of two learning processes; Individual vs. Collaborative Learning. Employing experimental approach with two conditions; using individual and collaborative learning processes, 80 undergraduate students studying in two parallel sections of Psychology Class were studied. In condition I, the teacher used the individual learning process with section I and in condition II the teacher used the collaborative learning with section II. Before employing the experimental conditions at the start of semester, the students of both classes were tested on their levels of self-esteem and social skills. At the end of the semester, the students were tested again on these two variables. The study indicated two significant findings. 1. Students learning collaboratively and students learning individually were equal to some extent in their levels of social skills and self-esteem. 2. There were significant differences in the levels of two variables for the students learning collaboratively when they started course and when they ended the course. It implies that students by collaborating improved their social skills and self-esteem which are the essential potentials for learning. On the basis of these findings it is recommended that course instructors must encourage shared learning that will give students an opportunity to engage in discussion, take responsibility for their own learning, and thus become socially accepted.
dc.language	English
dc.publisher	Islamia University of Bahawalpur
dc.relation	http://www.iub.edu.pk/jer/Home.html
dc.relation	https://doaj.org/toc/1027-9776
dc.source	Journal of Educational Research, Vol 15, Iss 02, Pp 35-43 (2012)
dc.subject	Individual Learning
dc.subject	Collaborative Learning
dc.subject	Social Skills
dc.subject	Self Esteem
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Comparison between Individual and Collaborative Learning: Determining a Strategy for Promoting Social Skills and Self-Esteem among Undergraduate Students
dc.type	article