Role of Collaborative Teaching Practices in Fostering Positive Socialization at the Secondary School Level: Teachers and Students’ perception

Abstract

This study investigated how collaborative teaching methods help secondary school students develop healthy socialization skills, based on the opinions of both teachers and students. The Students’ Socialization Level Scale (SSLS), which measures peer interaction, communication, teamwork, empathy and respect, and classroom management, was used to gather data from 92 participants (20 teachers and 72 students) in public secondary schools using a quantitative survey design. Independent samples t-test results showed statistically significant differences in perceptions, with students consistently giving collaborative teaching higher ratings than teachers in every domain. Through collaborative methods, students felt that their classroom discipline, communication, teamwork, emotional intelligence, and peer interaction had improved more. These results, which highlight the importance of social interaction in learning, are consistent with Vygotsky's Social Development Theory. The study emphasizes how crucial it is to incorporate cooperative learning techniques into classroom instruction in order to foster students' social and academic growth. Reflective practices, curriculum integration, teacher training, and the creation of student feedback systems are among the recommendations.

Keywords 

Collaborative Teaching, Students’ Socialization, Secondary School Students