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Abstract
In Holocene epoch, learning has been reconceived from a linear process portrayed by an individual's effort to acquire skills to a collectively-acquired process. Utilizing repeated measure design and experimental approach, this study was conducted to compare the utility of two learning processes; Individual vs. Collaborative Learning. Employing experimental approach with two conditions; using individual and collaborative learning processes, 80 undergraduate students studying in two parallel sections of Psychology Class were studied. In condition I, the teacher used the individual learning process with section 1 and in condition II the teacher used the collaborative learning with section II. Before employing the experimental conditions at the start of semester, the students of both classes were tested on their levels of academic confidence, creativity, and emotional intelligence. At the end of the semester, the students were again tested on these three variables. The study indicated two significant findings. 1. Academic confidence, creativity, and emotional intelligence were significantly higher among students learning collaboratively than students learning individually. 2. There were significant differences in the levels of these three variables for the students learning collaboratively when they started course and when they ended the course. It implies that students by collaborating improved their confidence, creativity, and emotional intelligence which are the essential potentials for learning. On the basis of these findings it is recommended that course instructors must encourage shared learning that will give students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers.
Keywords: Individual vs. Collaborative Learning, Academic Confidence, Creativity, Emotional Intelligence.
Introduction
The light lines used in lettering the motivation among students in a classroom evoke vehemence on more creative, challenging, participating, and academic activities (Forsyth & McMillan, 1994). These actions of students during classroom can develop the ebullience and feeling of obligation in students. Well-designed pedagogy systems like Collaborative Learning tender several likely gains and profits to students (Panitz, 1998). Many empirical researches devastatingly support collaborative learning as one of the most efficient methods of education than individual learning (Johnson & Johnson 1986). In spite of the significant admiration and acceptance of this method used by instructors and researchers, the prototype is still very uncommon among teachers. This is the reason of writing this article...