Collaborative Learning: Developing Social Interaction Among Students and Improve Learning at Higher Level

Abstract

This study investigates collaborative learning can improve social interaction in higher level students. Collaborative methods enhancing academic results and developing critical interpersonal skills as educational institutions place a greater emphasis on student-centered learning. The study used a survey methods strategy, instrument quantitative surveys and statistical analysis. Peer connection, communication skills, and participation in additional activities were among the variables that were examined in addition to demographic factors including age, housing status, and current program. According to the results, there is a statistically significant change between how urban and rural students view the social welfares of peer contacts. There were no differences between age groups or theoretical levels in the apparent impact of social skills on academic accomplishment. Strong positive relations between co-curricular activities, communication skills, and peer interaction were discovered, suggesting that these elements are connected to and funding one another. The study found that by helping active engagement, teamwork, and communication, collaborative learning is a successful strategy for assisting students in developing their social skills. These findings have important suggestions for educators seeking to create wide-ranging, socially dynamic knowledge environments in higher education. CL is more fruitful as compared of individual learning method.