A study of secondary school teachers' adoption of didactical strategies and its relationship with teachers' cognitions

Collaborative learning is a key component in a variety of didactical strategies. Collaborative learning attracts attention be cause of its potential as a powerful strategy to foster learning. Despite the available empirical evidence as to its impact, adoption of collaborative learning approaches remains often restricted. A key factor is linked to teacher beliefs and perceptions about collaborative teaching and learning. The present study centers on these beliefs in teachers working at the Islamia University of Bahawalpur” (IUB). The research aims centered on the following: (i) To analyze the current level of adoption of collaborative learning and instruction in IUB classrooms (ii) To map teachers perception about collaborative learning approaches (iii)To identify the problems faced by the teachers when adopting collaborative learning and instruction On the base of the findings the following recommendations can be presented: (i) Teachers needs more training and guidance to implement Collaborative Learning (ii) Students should be given congenial environments for collaborative learning (iii) A learner-friendly curriculum is required for the success of collaborative learning.