Abstract:

This paper investigates the influence of collaborative learning in Bahraini Islamic educational systems when employing problem based Learning (PBL). It is a case study of a girls’ secondary school, where PBL is implemented. This study employed qualitative methods in the form of semi-structured interviews and observations for data collection. The 10 lessons of observational qualitative data emanated from the 4 class-based monitoring that occurred during the problem-based learning event. The other part of the qualitative data was gathered through interviewing 19 students, 2 tutors, and 3 of Ministry of Education consultants. This paper focused on participants’ perspectives during interviews where a number of acts from the participants were taken into consideration. Through observations, this research intended to explore how students act and react in cooperative learning and in which way it influences their learning. During the teamwork, a wide array of opinions regarding to how to solve problems were examined.

This study suggests that the varying roles which are reflected by students alongside with the available environmental factors enabled them to gain experiences of different types of learning as well as enhancing their skills for self-directed learning. This has been, to some degree, a result of excellent task planning and monitoring. To add, tutors showed a more assistive and nurturing role, while students collaborated to resolve any provided issues. Students with clever understanding, creative ideas and advanced knowledge of different areas helped to create a motivational environment, and this greatly assisted the creation of new ideas and enhanced the team’s creativity. Such issues were explored through the group discussions. As suggested by this study, teamwork could facilitate the generation of fresh knowledge; develop students’ comprehension and their analytical abilities.

Keywords:

Problem based Learning, Cooperative learning, Islamic Education, Arab countries, Kingdom of Bahrain.