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Forsure, through collaborative teaching individuals get the best andworst experiences. In collaboration, the teachers co-teach and accordthe learner attention from both ends (Chu et al., 2011). Depending onthe type of collaboration that occurs, the ultimate goal is to ensurethat there is a strength within the group. It is undoubted thatthrough collaborative teaching communities are capable of getting ahealthy exchange of ideas within their setting (Graziano &ampNavarrete, 2012). Nonetheless, there are instances wherecollaborative teaching may not be preferred. Such situations includewhen the instructors get to look down on each other. The result isthat the students will have very disturbing experiences. Instead ofthe student gaining, he or she will end being a victim (Solis et al.,2012). While doing the study, it is not possible to control thevariables, as the study is non-experimental. Often, for groupcomparison to happen there is a need to have a control group.However, in this study, there is no control group hence ensuring thatthe study will apply correlational approach (Jackson, 2015). Throughthe method, the researcher gets to determine the strength of thevariables that are paired.


Often,statistical group comparison covers several different statisticalresearch methods. For anybody to carry out analysis, the primaryknowledge of statistical terms is essential. There is a need forindividual to comprehend the goal of statistical analysis and thismay include predictive analysis, descriptive or even hypothesistesting (Harrell, 2015). When doing analysis, it is also importantfor one to understand the type of data that is being collected andthis can be quantitative or qualitative. Further, it is significantto know the number of groups that are involved and understand whetherthe groups are paired or unpaired. For anybody carrying out analysis,it is also necessary that they know the type of study that they aredealing with. The study could be quasi-experimental, experimental ornon-experimental. Having the basic knowledge of the tests being doneis equally important (Hothorn et al., 2012).


Chu,S. K. W., Tse, S. K., &amp Chow, K. (2011). Using collaborativeteaching and inquiry project-based learning to help primary schoolstudents develop information literacy and information skills.&nbspLibrary&amp Information Science Research,&nbsp33(2),132-143.

Graziano,K. J., &amp Navarrete, L. A. (2012). Co-teaching in a teachereducation classroom: Collaboration, compromise, andcreativity.&nbspIssuesin Teacher Education,&nbsp21(1),109.

Harrell,F. (2015).&nbspRegressionmodeling strategies: with applications to linear models, logistic andordinal regression, and survival analysis.Springer.

Hothorn,T., Hornik, K., Van De Wiel, M. A., &amp Zeileis, A. (2012). A Legosystem for conditional inference.&nbspTheAmerican Statistician.

Jackson,S. L. (2015).&nbspResearchmethods and statistics: A critical thinking approach.Cengage Learning.

Solis,M., Vaughn, S., Swanson, E., &amp Mcculley, L. (2012). Collaborativemodels of instruction: The empirical foundations of inclusion andco‐teaching.&nbspPsychologyin the Schools,&nbsp49(5),498-510.

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