ŀ
i 
 
 
 
How student discussions during group work influence 
learners’ performance when doing a Department of 
Education prescribed Life Sciences activity. 
 
 
Jennifer Jean Woolway 
 
 
 
 
 
A RESEARCH REPORT 
Submitted to the  
School of Science Education 
in the 
Faculty of Science 
of the  
University of the Witwatersrand, 
Johannesburg, South Africa 
in partial fulfilment of the requirements for the degree of 
MASTER OF SCIENCE 
2012  
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iii 
 
 
 
ABSTRACT 
The aim of this research project was to examine how group discussions influence 
student performance in a DoE prescribed Life Sciences activity. The research 
methodology draws on collaborative group work and learner oriented assessment 
frameworks. The case study was conducted in a suburban high school in south 
Gauteng. Students were explicitly taught collaborative group work skills. As 
group work discussions are dependent on subject content knowledge, students 
were required to complete the assessment activity individually first. Students 
were placed in groups of four or five that were academically heterogeneous, in an 
attempt to encourage robust discussions. Following group work discussions 
students completed a final write up of the assessment activity. Findings from the 
research showed a statistically significant improvement in the mean pre group 
work assessment score to the post group work assessment score. All students 
were found to interact in a co-regulated way in that all were active participants. 
Each group had at least one member who was a hitch hiker. This student was 
unprepared and was the most disengaged and passive throughout the group work. 
The hitch hiker tended to have the lowest post group work activity score for their 
group. The student whose post group work activity score was the highest was the 
one who was the most prepared and except for a student whose home language 
was not the LOLT all others were the most active in their groups.  Student 
discussions were dependent on subject content knowledge. Where subject content 
knowledge was sound, discussions resulted in cognitive conflict allowing for the 
social construction of knowledge. Poor content knowledge resulted in discussions 
which left students confused and seeking help from the teacher. Whilst most 
students perceived the group work to improve their understanding of the work, 
the heterogeneity of the groups was raised as a concern by a hitch hiker and 
students who obtained the highest post group work assessment scores. The 
hitchhiker in one of the groups perceived that she was not taken seriously, whilst 
the high academic achievers felt that they were providing information to students 
who were not well prepared. Most students valued the group work activity and 
recommended its use for future Grade 11 Life Sciences students. 
  
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ACKNOWLEDGEMENTS 
 
1. I would like to thank my supervisors: Mrs Audrey Msimanga and Mrs Grace Moletsane for 
their invaluable guidance and timeous constructive feedback. 
2. My grateful thanks go to my students who participated in this research – my hope is that 
this research informs and enhances the use of group work in Life Sciences classes. 
3. Thanks to my family: Ian, Kate, Luke, my mother and father, for your support, 
encouragement and love. It is greatly appreciated. 
  
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TABLE OF CONTENTS 
Declaration …………………………………………….…………………….…………….….ii 
Abstract ……………………………………………………..………………………….…….iii 
Acknowledgements …………………………………..…………………………………........iv 
Table of Contents …………………………………………………..……………………...….v 
List of Tables …………………………………………………………………………...…..viii 
List of Figures ……………………………………………………………………………......ix 
List of Appendices …………………………………………………………………………....x  
 
CHAPTER 1: INTRODUCTION ………………………………………………………..…1 
1.0 Introduction ……………………………………………………………………………….1 
1.1 Background and rationale ……………………………………………………….………..3 
1.2 Problem statement ……………………………………………………………….………..3 
1.3 Aim of study and research questions ……………………………………………………..4 
1.4 The theoretical framework ………………………………………...……………………...4 
1.5 Organisation of the research report  ..……………………………………………………. 5 
 
CHAPTER 2: LITERATURE REVIEW …………………………………………………..6 
2.0 Introduction ……………………………………………………………………………….6 
2.1 The social construction of knowledge and conceptual conflict ………………………......6 
2.2 Collaborative group work  ……..………………………………………………………....8 
2.2.1 What is meant by collaborative group work? ………………..…………………..….8 
2.2.2 Group dynamics ………………………………………………………………….….9 
2.2.3 Advantages of collaborative group work. …………………………………………...9 
2.2.3.1 Improving scientific literacy through language ……………………………10 
2.2.3.2 Learning improves………………………………………………………….10 
2.2.4 Disadvantages of collaborative group work. …………………………………….…11 
2.2.4.1 Demands on teachers …………………………………………………..…..11 
2.2.4.2 Peer group pressure …………………………………………………….….12 
2.2.4.3 Division of labour …………………………………………………….…....12 
2.2.4.4 How much learning is happening? ………………………………….……..12 
2.2.5 Type of activities that promote learning. …………………………………….…..13 
2.2.6 Role of teachers .....……………….………………………………………….......…14 
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2.2.7 Student interactions …………………………………………………………..…...14 
2.3 Assessment…………………………………………………………………………..….15 
2.3.1 What is assessment ………………………………………………………….…….15 
2.3.2 How is assessment carried out? …………………………………………...............16 
2.3.3 Assessment for learning. ………………………………………………..................17 
2.3.3.1 Feedback ………………………………………………………………......18 
2.3.3.2 Peer assessment ………………………………………………………..….19 
2.3.4 Learning oriented assessment ……………………………………………………..20 
2.4  Theoretical frameworks underpinning this research ………………………………....20 
 2.4.1 Theoretical framework for a collaborative approach to group work ……………...21 
2.4.1.1 Theoretical perspective on learning ……………………………………....21 
2.4.1.2 Nature of  task ………………………………………………………….....21 
2.4.1.3 Nature of interactions, organisation of groups and allocation of roles …...22 
2.4.1.4 Role teachers ………..………………………………………………….....22 
 2.4.2 Theoretical framework for learning oriented assessment ……………………........23 
2.5 Conclusion …………………………………………………………………...............25 
 
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY ………………….......26 
3.0 Introduction ….. ..………………….……………………………………………….....26 
3.1 Context ……………………..…….…………………………………………………...26 
3.2 Methodology ………..…………………………………………………………….......27 
3.2.1 Explicit teaching of group work …………..………………………………….…..28 
3.2.2 Class work…………………………………..……………………………….........29 
3.2.2.1 Explanation to students on how to complete the assessment activity........29 
3.2.2.2 Student’s individual assessment activity completed at home……..….......29 
3.2.2.3 Student’s work collaboratively on task in groups ………………...….......30 
3.2.2.4 Individual student’s rework of the first draft of the assessment activity ....32 
3.2.3 I (teacher) mark the final draft of assessment activity ………………………........32 
3.2.4 Students complete a questionnaire evaluating the impact of group work ..…........32 
3.3 Research instruments ……………………………………………………………..……32 
3.3.1 Rubric ……………………………………………………………………...…......32 
3.3.2 Observation schedules …………………………………………………...…..…...32 
3.3.3 Video recordings ………………………………………………………..……......33 
3.3.4 Questionnaire  ..………………………………………………………...….…......36 
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3.4 Ethical considerations …………………………………………………………….……36 
 
CHAPTER 4: ANALYSIS, RESULTS AND DISCUSSION …………………………..37 
4.0 Introduction ………………………………………………………………………..…...37 
4.1 Analysis of changes in student attainment …………………………………….……….38 
4.1.1 Comparison of pre and post group work scores …………………………………38 
4.1.2 Summary of pre and post group work attainment …………..…………………..43 
4.2 Analysis of Grade 11 collaborative group discussions …………...................................44 
4.2.1 Selection of target students for further analysis ………………………………..…44  
4.2.2 Qualities of communicative interaction between members of a group. ……….….47 
4.2.2.1 Analysis of lesson observations to determine qualities of communicative 
interaction between members of a group…………................................47 
4.2.2.2 Summary of qualities of communicative interaction between members  
 of a group…………….….……………………………………………...50 
4.2.3 Frames of activities of group work …………………………………………..…...50 
4.2.3.1 Analysis of lesson observations to determine the frames of activities of  
group work. ………………………………………………………...…..50 
4.2.3.2 Summary of analysis of lesson observations to determine frames of  
activities of group work……………………………………….….56 
4.2.4 Analysis of the “substance” of discussions………………………………………..56 
4.2.5 Summary of analysis of Grade 11collaborative group work discussions ………...60 
4.3 Analysis of student’s perceptions of the usefulness of group work from the questionnaire  
………………………………………………………………………………………...61 
4.3.1 Home language ……………………………………………………………………61 
4.3.2 Student’s perceptions of the purpose of assessment ……………………………...62 
4.3.3 Student’s perceptions of the influence of group work on the post group work 
 assessment activity…………………………………………………….…..64 
4.3.4 The perceived influence of listening on the post group work assessment activity..65 
4.3.5 Student’s perceptions of trust and respect amongst group members ……………..68 
4.3.6 Student opinions of group work: should it be part of an assessment activity? 
…………………………………………………………………………………….68 
4.3.7 Summary of student perceptions of the usefulness of group work………………..70 
CHAPTER 5: CONCLUSION ……………………………….…………………………..71 
REFERENCES …....………………………………………….………………………..….74
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LIST OF TABLES 
 
Table 2.1:: Collaborative approach to group  …………………………………………....23 
Table 3.1: Student group allocation based on term 2 marks………………………….…31 
Table 3.2: Students who qualified to be target students ………………………………...34 
Table 3.3: “Frames of Activities” (from Kutnick and Berdondini, 2009) ……………....35 
Table 4.1: The distribution of seventeen students that completed all parts of the  
  research. ….…………………………………………………………………..37 
Table 4.2: Pre group work and post group work assessment activity scores …………...39 
Table 4.3: Comparison of assessment scores from the essay rubric ……………………40 
Table 4.4: Distribution of students, ranked according to student pre group work  
  assessment activity score……………………….……………………………42 
Table 4.5: Distribution of learners ranked according to student post group work  
  assessment activity score……………………………………………………..43 
Table 4.6: Selected target students from groups 6 and 7………………………………..45 
Table 4.7: Types of communication between students in a group ….…………………..48 
Table 4.8: Summary of qualities of communicative interaction between members of  
  groups………….……………………………………………………………..49 
Table 4.9: Results from the “On Task” part of the “Frames of Activities” observation  
  schedule ……..……………………………………………………………….52 
Table 4.10: Results from the “Off task, task preparation, social and off task” part of  
  the “Frames of Activities” observation schedule ……………………………53 
Table 4.11: A students perspective : why the assessment activity should be completed   
  using group work. ……………………………………………………………69 
 
 
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LIST OF FIGURES 
 
Figure 2.1 Framework for learning oriented assessment ………………………………..24 
Figure 4.1 Seating plan for group 6 ……………………………………………………..45 
Figure 4.2 Seating plan for group 7 ……………………………………………………..46 
Figure 4.3 Seating plan for group 2 …………………………………….……………….47 
Figure 4.4 Percent “On task active” episodes for all target students during group            
  discussions ……………………………...…… ……………..……………….54 
Figure 4.5 Percent frequency of “On task passive, listening” episodes for target students 
  …………………………………………………………………….………….55 
Figure 4.6 Student perceptions of purpose of assessment ………………………………63 
 
  
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LIST OF APPENDICES 
 
Appendix 1:  DoE Activity and memo ………………………………………………………I 
Appendix 2: Ethics permission letters ………………………………………………….…XI 
Appendix 3: Position of groups in class ……………………………………………….XVIII 
Appendix 4:  Observation schedule: “Qualities of communication” ………………….…XIX 
Appendix 5:  Observation schedule: “Frames of Activities” …………………………..…XX 
Appendix 6:  Research questionnaire …………………………………………………...XXII 
Appendix 7: Transcript from group 6  …………………………………………………XXIII 
Appendix 8: Transcript from group 7 …………..……………………………………XXXIX 
Appendix 9: Glossary  …......…………………………………………………………… LIII 
Appendix 10: List of acronyms  ……..……………………………………………………LIV