The impact of implementing collaborative learning as means of creating an interactive student-centred learning environment in a Year 10 chemistry classroom in Egypt

Abstract

This action research, conducted in a Year 10 chemistry classroom at a British international school in Egypt over three cycles aimed to improve the researcher’s own skills and knowledge in creating a student-centred learning environment by introducing more collaborative learning activities. The research was needed because the researcher noticed the detachment of pupils at several points in the lesson: the sessions were becoming similar, with students seeming bored even though the researcher tried to make sure they stay engaged and that different parts of the syllabus are covered using sufficient differentiation.  Two new strategies were implemented: think-pair-share and peer assessment. The researcher found the think-pair-share strategy to be useful with the covering new material and peer assessment strategy useful during the revision period.