GROUP SCRIBBLES TO SUPPORT “FRACTION” COLLABORATIVE LEARNING IN A PRIMARY SCHOOL

Abstract

The study focused on exploring the effects of the performance and attitude in learning fraction concepts by using CSCL. Fifty-five 9-year-old students from two Grade 3 classes participated in the study. Experimental and control classes were established to investigate the effectiveness of GS- supported collaborative learning in enhancing students’ fraction learning ability. The Group Scribbles (GS 2.0) software was used to support this collaborative learning activity for the experimental class. The statistical analysis of test and questionnaire indicated that the CSCL learning design had positive effects on the learning effectiveness and learning retention. The GS-based learning combined with collaborative learning has shown the significant popularity among the students. Quasi-experiment study confirmed the positive role of student collaboration in empowering learning and improving student perceptions. Using GS software, group members relied on and helped with each other. This could elevate the students’ motivation and concentration in learning.