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Advances in Social Sciences Research Journal – Vol. 11, No. 6
Publication Date: June 25, 2024
DOI:10.14738/assrj.116.17116.
Ratanya, S. N. (2024). A Meta-Model of E-Collaboration in Classroom Organization and CBC Learners Performance in Public Primary
Schools in Kilifi County. Advances in Social Sciences Research Journal, 11(6). 256-264.
Services for Science and Education – United Kingdom
A Meta-Model of E-Collaboration in Classroom Organization and
CBC Learners Performance in Public Primary Schools in Kilifi
County
Scholastica N. Ratanya
ABSTRACT
Classroom management is a significant aspect that matters a great deal to enhance
student learning. Past studies have established a link between classroom
management and student performance. Specifically, this study intends to fill
existing knowledge gap on classroom organization and arrangement and classroom
management time. This paper seeks to establish the effect of classroom layout of
the seating patterns on students’ outcomes on improving CBC learners’
performance in primary schools in Kilifi County. The study also aims at finding out
the effect of organization of classroom occurrences on improving CBC learners’
performance in primary schools in Kilifi South Sub-County. Two independent
variables will guide this study and a dependent variable. This study was significant
in providing support to both public and private schools during this COVID-19 era
where learners are using more technologically based learning equipment and
materials. This study will also provide novel insights to the Ministry of Education
and policy makers in enacting suitable polices to enhance teaching and learning in
primary schools. and Eison’s Active Learning Continuum and Classroom-Based
Model of Student Engagement were the foundational theories of this study.
Descriptive research design was applicable for this study and the target population
of the study was 65 public primary schools in Kilifi Sub-Counties. Sampling was
carried out by use of simple random sampling and convenience sampling where a
sample size of 30% of the population was achieved hence a 20 Public primary
schools form Kilifi County. Structured questionnaires were used as the focal data
collection instrument. Classification of data was done and data analysis was carried
out by use of Statistical Package for Social Sciences (SPSS), (version 22.0). Data was
presented by descriptive and inferential statistics for simplification purposes. One
of the findings of this study was that most primary schools in Kilifi Sub-Counties had
similarities and differences in the classroom organization and arrangements
patterns for the entire of terms of the year. The implication of this phenomenon was
that classrooms are arranged to enhance student’s learning. This reflects the
significance of primary school teachers with appropriate materials and equipment
to establish appropriate classroom arrangements to enhance learner performance.
One of the findings from this study was the diversity efforts in enhancing CBC
learners team learning. It was concluded that efforts used by CBC teachers to ignite
creativity through sharing of opinions and experiences provided new ways of
learning. The study recommends that CBC teachers should be facilitated in order to
share online space organization and enhance e-collaboration with teachers from
other environments. This was significant as it would aid in enhancing learner’
concentration enhancing the ability of good time management. This was projected
to improve overall learner’ outcomes.
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Ratanya, S. N. (2024). A Meta-Model of E-Collaboration in Classroom Organization and CBC Learners Performance in Public Primary Schools in Kilifi
County. Advances in Social Sciences Research Journal, 11(6). 256-264.
URL: http://dx.doi.org/10.14738/assrj.116.17116
Keywords: E-collaboration, Classroom Organization, Classroom Layouts, Classroom
Occurrences, Competence Based Curriculum, Management & Leadership skills
INTRODUCTION
Classroom management is the process of establishing an environment which is appropriate for
effective student learning as well as their social and self-regulation. Learning as communities
is a significant concept, comprising of the school as a whole as well as teachers of other
environments (Birenbaum, Kimron, & Shilton, 2011). According to these authors such
information about how to engage learners meaningfully can be shared among different
teachers. There are various aspects that contribute to the performance of a class and classroom
management is of key concern. In the context of this study classroom layout and classroom
occurrences will be used as measures of classroom management. E-collaboration in classroom
management is a key factor in enhancing effective student learning.
According to Brouwer, Brekelmans, Nieuwenhuis and Simons (2011) these kinds of
collaboration networks progresses through time. Kenya vision 2030 envisages to provide
global quality education, training and research for all (Kenya, Vision 2030). A shared work
setting seems to provide cushion to each level (Decuyper, Dochy, & Van den Bossche, 2010;
Edmondson, 2013). Competence Based Curriculum (CBC) aspires to enable learners to 'learn
to learn', ensure available self-regulated learning capabilities and higher dominion in learning
(Wessehnk et al. 2010). Classroom management a basic aspect in setting the context for
student’ learning. According to McLean et al. (2016) define classroom organization to include
physical practices utilized by the teacher to enhance effective learning. In the context of this
study, teachers can be able to share their views and ideas on classroom layout (seating
patterns) as well as classroom occurrences (class acitivites).
AN OVERVIEW OF COMPETENCE BASED CURRICULUM IN KENYA
The inventors of the CBC envisaged the learner would acquire some capabilities at the end of
the education level to gain the capabilities e.g critical thinking, digital literacy citizenship,
communication and collaboration and self-efficacy. This aimed at providing information which
has logic with professional instructors’ teachers with improved skills and possess confidence
contemporary pedagogical tools eg teaching, facilitating, and mentoring (KICD, 2017). A
teacher can therefore, enhance a learner’s an instructor can maximize student engagement by
having to change their physical arrangement of furniture within the learning environment. This
is because it often creates an association of how teachers communicate with learners and how
they interact with each other through group engagement.
THEORETICAL FRAMEWORK
Classroom-Based Model of Student Engagement
The theoretical framework for the current study is based on Barkley’s (2010) classroom-based
model of student engagement. This model describes classroom pupil-engagement as “a
progression and a creation experienced on a variety of aspects and results in synergistic
collaboration between motivation and active learning (Barkley, 2010).
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 6, June-2024
Services for Science and Education – United Kingdom
Figure 1: Barkley’s (2010) classroom-based model of student engagement
According to the proponent, this classroom-based model of student engagement this design
enables learners to engage with their colleagues and give propositions on how to improve in
redesigning and implementing active learning environments. Barkley (2010) asserts that the
merits of seeking other classroom redesign initiatives is critical to enhance learner
performance. Barkley affirms that classrooms environments produce synergy of active learning
and motivation. This would be feasible by having a sense of community set-up in a classroom,
assisting learners to work at their optimum degree of encounters and enhancing holistic
learning.
Bonwell And Eison’s Active Learning Continuum
Active Learning model also forms the basis of this study. According to the he foundation work
of the proponents of this model active Learning is a learning strategy involving learners doing
things and brainstorming about the things they do Bonwell and Eison (1991) to enhance active
learning.
Figure 2: Bonwell and Eison’s Active Learning Continuum
Classroom management is an important aspect in any learning environment. According to the
proponents of active learning continuum, learners are required to read, write and discuss on
how to solve tasks ahead of them by critical analysis, synthesis and evaluation to promote active
learning. This concept of active learning can be enhanced by allowing for student engagement
by creating an appropriate classroom design and arrangement. Bonwell and Eison (1991)
affirms that this is made possible by shifting simpler tasks on one end and arranging complex
tasks on another end. This means that neither the simple tasks of complex tasks are considered
paramount than the other. The model shows that active learning progresses from simple tasks
to complex tasks. The proponents argue that this model is appropriate for designing programs
Learning Continuum Simple
Tasks
Complex
Tasks
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Ratanya, S. N. (2024). A Meta-Model of E-Collaboration in Classroom Organization and CBC Learners Performance in Public Primary Schools in Kilifi
County. Advances in Social Sciences Research Journal, 11(6). 256-264.
URL: http://dx.doi.org/10.14738/assrj.116.17116
that make best use of learners’ logical engagement as is the case under the Curriculum Based
Competence (CBC) system.
A well-managed classroom is a key aspect of effective teaching and student learning (Jones &
Jones, 2012; Van de Grift, Van der Wal, & Torenbeek, 2011). Today, networking in a mutual
manner is believed to be critical for the success of the CBC (Bryne, Downey & Souza, 2012) and
Kenya is no exception. Today, collaboration between groups of workers
geographicallydispersed is quickly attractive creativity and innovation (Zhang & Lowry (2018).
In Kenya the Ministry of Education, Science and Technology was teachers needed to network
with their colleagues and that the incorporation of subject content in the CBC to be beneficial
to learners (Bryne, Downey & Souza, 2012). Equally, there was an effect of Covid-19 pandemic
on the traditional forms of classroom organization. The pandemic brought with it a new normal
where there was need to ensure a majority of people embraced the use of e-collaboration tools.
This was aimed at sharing information on how classroom organization patterns are often
managed. Efforts were made across the Country to ensure all learners were able to emulate
such tactics from other schools. Despite of these immense efforts made by the Kenya
Government and expectations of the Big 4 Agenda which emphasizes the need for every child
to have the right to basic quality education. However, despite a few studies having been carried
out by engaging these variety on e-collaborations and learners’ performance, there no existence
of any e-learning collaboration system used among teachers in public primary schools. Past
studies have found out lower link between general classroom organization patterns and
learners’ outcome (Aikens et al., 2021; Perlman et al., 2016). Due to these mixed reactions, this
study seeks to fill the knowledge gap and find out whether e-collaboration of classroom
organization patterns would have any effect on CBC learner’s performance.
Figure 3: Conceptual Framework
Classroom Layout
This is the first Independent Variable for the study and it is measured by classroom seating
patterns and group management. Day et al. 2015) notes that it is important to engage all
learners to participate in academic activities by engaging them in group work. Teachers are
able to alter seating arrangements that ensures they are able to maximumly engage one
another. These group management methods are important in supplementing other teaching
methods (Day et al. 2015). Rules and regulations for group management are established with
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the aid of diverse seating arrangements. Further, arrangement of furniture in a classroom
impacts how comfortable learners may feel. Other learners and teachers are equally able to
interact and exchange their views and share experiences. When learners engage in pods or pair
arrangement it becomes easier for them to interact with one another and feel free to share their
views.
Seating arrangements are of diverse designs for example, rectangular, circular or trapezoidal
tables, or personal desks. Several seating stations can be set up comprising of 3 – 4 learners or
in pairs. Such kind of arrangement is often beneficial for learners when they work in groups or
pairs in a classroom setting. Further, according to Schachter et al. (2016) this encourages
community learning as learners are required to work together. It is important for teaches to
exhaust various seating classroom arrangements in order to satisfy individual needs and group
overall goals. these goals for different people
Classroom Occurrences
This is the second Independent Variable for the study and it includes events and activities as
well as classroom time organization. Essa & Burnham (2020); Kostelnik et al. (2018)
conceptualized activities concerned with how teachers plan and engage learners in the
classroom activities. These are activities that may be more meaningful to teachers within a
school as well as their counterparts from other environments. Sharing of such information
provides a dissimilar method of hypothesizing organization of classroom activities.
Classroom organization time will also be used to measures the second independent variable
classroom organization. According to Pelatti et al. (2014) it gathers data at the individual child
level rather than at the classroom level. E-collaboration enhances other teachers to use the
amount of time each of the teachers target children instruction/activities. CBC teachers would
also make video observations in the larger classroom (Day et al. 2015). Similarly, Pelatti et al.
(2014);
Schachter et al. (2016) assert that different learners’ general time is significant for their overall
learning and hence e-collaboration techniques should be applied in order to inculcate similar
values to other learners. This means that to understand classroom-level time and ensure clear
evaluations are made in all classrooms (Burchinal et al., Citation2021; Pianta et al.,
Citation2020).
METHODOLOGY
This study adopted descriptive research design. Descriptive research design answers the what,
where, when and how queries (Nassaji & Hossein,2015). The design is used to portray the ling
between the variables via use of various data collection methods. Competence Based
Curricumlum teachers from Kilifi County were the target population for the study. There were
thirty-eight (38) public primary schools in Kilifi South Sub-County. Only twenty (20) public
primary schools were sampled to take part in the final study. This was 30% of the target
population. According to Kothari and Gaurav (2014) 30% sample is appropriate for smaller
populations as was a representation of the population. These schools selected by use of random
sampling. Four (4) teachers from each of the twenty (20) schools will be picked by random
sampling and convenience sampling. This saved time when accessing the respondents to
participate in the study (Kothari & Gaurav, 2014). Structured questionnaires used to collect