LEARNING TOGETHER, DIFFERENTLY: A GENDER-INFORMED STUDY OF COLLABORATIVE PRACTICES

Abstract

This study investigates gender-based differences in collaborative learning (CL) practices by exploring students’ perceptions, participation, and the challenges faced during group activities. Employing a sequential explanatory mixed-method design (Creswell & Creswell, 2017), the research integrates both quantitative and qualitative data to provide a comprehensive understanding of CL experiences. Quantitative data were collected from 152 secondary-level students (77 males and 75 females) through structured questionnaires, followed by in-depth interviews with 10 purposively selected participants (5 males and 5 females). The findings revealed that female students exhibited higher levels of engagement and more positive perceptions of CL, particularly in areas such as task coordination and communication. However, both genders displayed comparable roles in leadership and peer collaboration. Reported challenges included unequal contribution among group members, difficulties in time management, and occasional interpersonal conflicts. The study offers practical implications for educators aiming to design inclusive, gender-responsive collaborative learning environments.