Teachers and Students Perspectives on Group Work in Learning Geography

Abstract

Aims: To explore the perception on the effectiveness of group work learning in Geography. Study Design: The study adopted a qualitative approach, Focus group discussion, Face to face individual interview and classroom observation were carried out for data collection. Place and Duration of Study: Study was carried out in the eastern part of Bhutan, Trashigang dzongkhag in four Middle secondary schools for the duration of three weeks. From June 27 to July 17, 2022. Methodology: For this study, four groups of FGDs were conducted to enrich information about GW practice in learning. FGD members were selected equally in terms of gender four boys and four girls, learning abilities, and level of Classes from IX and X. Further, the structured interview (face to face interview) was conducted for seven Geography teachers from four different schools which helped to explore and expand interviewees’ deep understanding and experiences of group work implementation in learning Geography. The observation tools were used to triangulate the interview to see if the teachers’ and students’ responses aligned with their practice of Group work learning. The observation form was designed by the researcher based on the aims of the study. Results: The finding of the study showed that the same common types of Group work activities were given to students in the classroom. The common tasks given to students in groups are presentation, discussion, question and answer, reading, and taking notes. The finding of this study proved that proper planning before assigning GW to students is important to make effective GW learning achievement. Teachers and students make proper planning before the actual start of the GW activities to make effective GW learning. The teacher has an effective role in selecting, adjusting, and creating tasks and then shaping these tasks in keeping with learner needs and interests. The teacher-led discussions indicate that group work can be an efficient instrument for teaching students their specific needs in the classroom. Thus the finding of the study shows that effective GW for teachers means that GW is connected to the lesson objectives, well-organized, cooperative small group and promotes learning. Additionally, students also agreed that effective group work occurs when all participants share equal responsibility and collaborate to support one another. Therefore, it is evident that there are benefits of GW for both the teachers and students in teaching and learning. The majority of the teachers agreed that GW reduced their workload, likewise, a student also shared GW helps them to understand the topics better and get more ideas. However, assigning the group members is essential to the group's success.  Small group sizes and students’ choice of group members can make GW learning more interactive and effective. Conclusion: This paper suggests the best practices to maximize the approach to create more effective group work learning. Moreover, Group work is considered one of the techniques that are centrally practiced in the communicative method as well as students- centered approach. Further. The study revealed that group work can be a powerful pedagogical choice when coupled with appropriate planning and reflection. Furthermore, Groups can support each student in developing the social skill of building cooperation in a team along with academic learning. Both the teachers and students are positive about group work learning.