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The Effects of Prior Knowledge of Students within Dyads on Learning Outcome

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Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies…

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05
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Infusing Indigenous Artistic Methodologies and Practices into Western Learning

Description
This is a qualitative study, to examine how Indigenous ways of knowing could inform Western standardized learning by taking part in a series of learning experiences related to Hula and building connections to the local environment. I enacted a series of site-specific visitations that focused on Indigenous artistic practices related…

This is a qualitative study, to examine how Indigenous ways of knowing could inform Western standardized learning by taking part in a series of learning experiences related to Hula and building connections to the local environment. I enacted a series of site-specific visitations that focused on Indigenous artistic practices related to Hawaii's highest art form, Hula, as well as local sites dedicated to Indigenous environmental preservation. These visits examined dance, chant, talk-story, and environmental practices taught from an Indigenous way of knowing. The purpose of these enactments was to know how embodied learning approaches, informed by Indigenous methodologies, impact learners’ connections to pedagogical content and the learning environment, and how that subject matter was conveyed and received through the embodied act of site-specific visitations. I will address the ways in which understanding through site visits emerged in these Indigenous ways of knowing. I will explain how the Indigenous practices and ways of knowing offer a different understanding of standardized learning, and argue what could be gained by adding these methodologies to art curriculum in site-specific locations.
ContributorsSoudani, Jessica Marie (Author) / Coats, Cala (Thesis advisor) / Young, Bernard (Thesis advisor) / Button, Melissa (Committee member) / Arizona State University (Publisher)
Created2022