INDIVIDUAL AND GROUP LEARNING ON TASK ACHIEVEMENT: IMPACT ON PRIMARY SCHOOL PUPILS IN NIGERIA

S. Adeusi1, O. Chenube2, A. Gesinde1, O. Adekeye1, E. Ovia1

1Covenant University (NIGERIA)
2College of Education, Agbor (NIGERIA)
Background:
The study examined the effect of individual versus group learning experiences on the task achievement among pupils. For pupils, how the learning occurs and what goes on while they are learning impacts on their academic performance. In doing this, teachers use several means to enhance their teaching so as to ensure that the pupils are able to understand what they are taught.

Method:
The design was experimental in nature. Data were obtained from twenty four (24) primary six pupils. Two hypotheses were tested using the Mann-Whitney U test.

Results:
Results revealed there was a significant difference in the performance of task given to those who were exposed to group learning and those who were exposed to individual learning ( U= 20,000, N1= 12, N2= 12, p= 0.000), but there was no significant difference in the performance in task achievement between males and females exposed to individual learning (U= 11,000, N1= 6, N2= 6, p= 0.310) and group learning (U= 16,000, N1= 6, N2= 6, p= 0.82).

Conclusion:
From the study, pupils who were exposed to group learning performed better to those exposed to individual learning. Teachers are to encourage pupils to use group learning to improve performance. It is recommended that teachers create a classroom environment that facilitates children’s interactions and collaborations. At this stage, collaborative learning may be more beneficial.