Impact of CLAD (Collaborative Learning Assessment through Dialogue) and Cooperative Discussion Group (CDG) on Students’ Academic Achievements using Quasi-Experimental Control Group and Time-Series Design

Published: 20 August 2021| Version 1 | DOI: 10.17632/yy46fs66fp.1


Education plays pivotal role in maximizing individual’s potentials; prerequisite for meaningful and sustained national economy. Educationists employed painstaking efforts in improving teaching-learning processes; instructional designers are still searching and experimenting to get best methods for optimal academic performance of students. This is owing to traditional approach of teaching, where teachers spend most of their class hours in talking, watching and listening; thus cooperative learning appears to be discouraged. Previous studies showed that very few teachers, who implemented cooperative learning methods could not even consider aspects of learners in academic achievements, interests, and genders. These may in turn worsen students’ perceptions towards cooperative learning activities. Aim of this study was to assess variation and evaluation of impacts in students’ academic achievements treated by individual learning, heterogeneous and homogeneous cooperative learning approaches in grade nine students (n=50) in three schools of Bhopal City (Madhya Pradesh, India) using quasi-experimental control group and time-series design. A series of tests and semi-structured questionnaires were framed to collect desirable data. Multivariate analysis (two-way ANOVA) was used to analyze test scores exposed by teaching methods, and semi-structured questionnaires were administered to comprehend viable outputs of study. Hence, multivariate analysis revealed that there was no significant difference (P>0.05) in pre-test score of learner’s academic performance. However, there were significant differences (P<0.01) in post-test results by teaching methods, but not by schools. The results exemplify that there was significant learning gain obtained via CLAD (Collaborative Learning Assessment through Dialogue) followed by Cooperative Discussion Group (CDG). Students’ pre-test results revealed that students’ results was below Average National Grade Point; reasonably a bit higher test score in students of learner group, significantly comparable before exposing them to different teaching methods. This could be due to the teachers’ ability to decide quality of study materials to conduct lessons, academic and social-skill objectives, and methods of assigning students to groups. Based on output of study, schools should be encouraged to adopt pedagogical practices that promote active involvement of students’ learning processes. This type of pedagogical practice helps students to gain and create both academic and social relationships as well as accomplishment of shared goals. Through such kind of interactions, students learn to cross-examine academic issues, share innovative ideas, elucidate and construct inventive understanding about teaching learning methods with compatible interests and companionable welfare of human society.



Time Series, Academic Achievement, Collaborative Learning, Quasi Experiment, Academic Assessment, Cooperative Education, Academic Learning