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- W2774432336 abstract "Background: The study examined the effect of individual versus group learning experiences on thetask achievement among pupils. For pupils, how the learning occurs and what goes on while they arelearning impacts on their academic performance. In doing this, teachers use several means toenhance 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 sixpupils. 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 thosewho 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 taskachievement 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 thoseexposed to individual learning. Teachers are to encourage pupils to use group learning to improveperformance. It is recommended that teachers create a classroom environment that facilitateschildren’s interactions and collaborations. At this stage, collaborative learning may be more beneficial" @default.
- W2774432336 created "2017-12-22" @default.
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- W2774432336 date "2017-11-01" @default.
- W2774432336 modified "2023-09-23" @default.
- W2774432336 title "INDIVIDUAL AND GROUP LEARNING ON TASK ACHIEVEMENT: IMPACT ON PRIMARY SCHOOL PUPILS IN NIGERIA" @default.
- W2774432336 doi "https://doi.org/10.21125/iceri.2017.2027" @default.
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