Student Development of the Personalised Learning and Thinking Skill of Teamwork within AS-Level Psychology

by

ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

ABSTRACT

This research investigates what teamwork means to psychology students and how they respond to having the freedom to design teamwork into the Social Influence unit of their work. Through the paradigm of praxis lens within action research the organisation of the curriculum—from classroom experience to that of an educational institution—is visible, both in the selection of pedagogy and the meaning of its structuring, so that curricular provision is accessible to all students. Action research allows me to explore the confluence of the many elements that give structure to a learning process that encompasses everything from the micro-classroom processes to macro-educational systems. The curriculum is perceived as the “interface”—or, harking back to Vygotsky (1978)—a field of mediation between education and teaching. For this reason, within my investigation, I considered relationships rather than differences between pedagogy, curriculum, and learning. My findings firstly highlighted the importance of the holistic learning environment in facilitating teamwork within pedagogy, the need for careful organisation of such learning activities, and of differences between policy articulation and staff interpretation within pedagogy. My primary focus is the students and I show that they are motivated by a desire to enjoy their learning, prioritised assessment and kinaesthetic activities in their teamwork designs. Throughout the research, conversations, intervention, focus group and diary records tracked students' individual progressions toward a common understanding of teamwork. This research promotes students as active participants within pedagogy, which my conclusion suggests policies should be mindful of, especially the ability of the students to contribute and add to the growing store of knowledge on teamwork and student centred participatory learning.

Table of Contents

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Purpose of the Study1

Rationale of the Study2

Aims and Objectives of the Study3

Research Questions3

Action Plan4

Research Design6

Context of the Study8

My Context (The Researcher's Self)9

School Context11

Political Context15

Summary18

Significance of the Study18

Definition of Key Terms20

Assumptions21

Outline of the Study22

CHAPTER TWO: LITERATURE REVIEW24

Introduction24

Pedagogy24

Learning27

Curriculum31

Curriculum Process31

Curriculum Content33

Hidden Curriculum33

Education Policy34

Curriculum 200835

Teamwork50

Team-Based Learning (TBL)50

Impact of Team-Based Learning on Students' Learning Performance and Attitudes53

Effect of Team-Based Learning on Team and Task Skills55

Assessment of Team based Learning58

Characteristics and Assessment of Effective Teamwork63

Evaluating Education Policy of UK64

Summary68

CHAPTER THREE: METHODOLOGY70

Introduction70

Research Design71

Appropriateness of Research Design76

Data Collection Tools77

Ethics and Role of Researcher78

Trustworthiness78

Triangulation79

Role of the Researcher80

Ethics84

Informed Consent84

Setting and Sample87

Procedure of Data Collection and Data Analysis87

Taking Action87

Pilot88

Pilot - Student Semi-Structured Interviews88

Pilot - The Debrief90

Pilot - Intervention91

Pilot - Staff Semi-Structured Interviews93

Pilot -Student Diary94

Logistics96

Staff96

Logistics - Students102

Logistics - Intervention103

Observation107

Intervention - Group Debriefing108

Limitations109

Chapter Summary109

CHAPTER FOUR: STAFF INTERVIEWS111

Introduction111

Planning and Conducting the Staff Interviews112

Findings - Staff Interviews - (Elizabeth, Simon and Ellen)113

How Teachers Comprehend The Student Centred Learning Strategy Of Teamwork?114

Perceptions Regarding Planning and Conducting ...