Experiences of Learners in the Context of Group Learning in Selected Primary Schools of Uganda
Abstract
This study explores learners’ experiences with group learning in selected primary schools in Uganda, addressing the growing need for collaborative pedagogical approaches in diverse educational settings. Focused on primary schools in Mityana District, the study’s findings are context-specific but offer transferable insights for similar educational contexts. The research highlights the significance of group learning in fostering peer interaction and collaborative problem-solving, which are essential in the context of 21st-century education. Grounded in Vygotsky’s Social Constructivist Theory, Bandura’s Social Learning Theory, and Piaget’s Constructivist Theory, this study investigates the benefits and challenges learners face during group activities. A qualitative exploratory case study design was employed, utilising focus group discussions (FGDs), classroom observations, and lesson plan analyses to gather comprehensive insights from learners in both government-aided and private primary schools. The findings reveal that learners value group learning for fostering idea exchange, accelerating problem-solving, enhancing conceptual understanding, boosting confidence, and making learning enjoyable. The formation of mixed-ability and interest-based groups provided opportunities for peer tutoring, aligning with Vygotsky’s concept of the Zone of Proximal Development (ZPD), where learners benefited from peer support and diverse perspectives. Despite challenges such as passive participation by some members and resource limitations, the study underscores the importance of group learning in promoting active engagement and inclusivity. This study contributes to the body of knowledge by offering empirical insights into how group learning can be effectively implemented in primary education, emphasising its role in enhancing academic performance and social skills development. The findings have implications for educational policy and practice, advocating for structured and inclusive group learning strategies in primary school classrooms
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Copyright (c) 2025 Gloria Geria, Joyce Ayikoru, PhD, Elizabeth Opit, PhD
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