The Development of Collaborative Learning Model for Enhancing Learning Engagement among College Students
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Abstract
This article aimed to study 1) the effectiveness of the collaborative learning model in improving college students' learning engagement; 2) the impact of the collaborative learning model over a 6-week intervention period; and 3) the sustained effects of the model on students' engagement at a one-month follow-up. The sample comprised 50 first-year undergraduate students from Chongqing Normal University. Participants were recruited through voluntary participation and were randomly assigned to either an experimental group or a control group. Data were collected using a Learning Engagement Questionnaire, which demonstrated high internal consistency. The study employed a randomized controlled pretest-post-test design. Data analysis was conducted using descriptive statistics alongside one-way and two-way repeated measures analysis of variance (ANOVA). The research results were as follows:
1. The experimental group showed a significant increase in learning engagement after the intervention and at the follow-up stage, with a p-value < 0.05. This indicated that the collaborative learning model effectively enhances students' engagement levels.
2. The learning engagement of the experimental group was significantly higher than that of the control group, both immediately after the intervention and at the one-month follow-up. The results demonstrated that the improvement in engagement was immediate and sustained, underscoring the collaborative learning model's lasting impact on students' learning behaviors.
In conclusion, the collaborative learning model was an effective way to get college students more interested in learning, with benefits that lasted both in the short and long term. Beyond these outcomes, the findings also suggested practical implications for higher education practice and policy, particularly in encouraging the adoption of collaborative pedagogies to strengthen student motivation, persistence, and overall academic success.
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