Purpose of the Research: Aims and Focus

Word Count: 194

The overarching question that would ideally be addressed by this action plan and the
subsequent research is the uncertainty surrounding which elements of interdependence are
most effective and if there is a combination that works better than others. The micro-aims
that work to support the major aim of this action research include how students attitudes
towards group work can be altered or even improved as a result of effective
interdependence as well as discovering how teachers view interdependence and how to
administer it effectively. Furthermore being reflective of one’s own teaching pedagogy and
how effectively one is able to use interdependence theory in order to create the biggest
benefit for the students. Also exploring whether the different combinations of
interdependence theory strategies prompt noticeable changes in not only the performance
of students within their groups but the way that the students interact both verbally and
physically (body language) with group members. It is hoped that by looking into all of these
components of group work and how it occurs within the classroom through the lens of
interdependence theory the action research will reveal what the most effective ratio of the
different interdependent variables is.

Underpinning Literature and Justification for the Research

Word Count: 808

The focus of this action research plan came about as the result of the literature reviewed
previously in that upon investigating the two concepts (group work and interdependence
theory) more generally a gap in knowledge was discovered. Through the literature review
process it was found that whilst academics in the field of education agreed that
interdependence strategies can yield positive results in regards to group work there was
disagreement as to which strands of interdependence theory were needed in order to
develop effective group work amongst students. Whilst some claimed that task
interdependence for example was sufficient on its own others insisted that using only one
would not be enough. Some argued that one needs to implement all three strands to create
learning environments conducive to productive and engaging group work. According to well
known academics Johnson and Johnson (1989) establishing strong goal interdependence
which falls under the outcome interdependence branch is enough to ensure effective group
work amongst students. On the other hand Slavin (1995) is of the belief that it is positive
reward interdependence that holds the key to stimulating productive group work
interactions between students. Finally there are academics who argue that it is in fact the
combination of all three strands of interdependence theory i.e. outcome, means and
boundary, that yield the most positive results (Mesch et al., 1988). It was this discrepancy in
perspectives that shaped the direction of this action research proposal as I was curious as to
which methods of interdependence would be the most useful to me as a future educator.
The studies examined as part of the literature review did reveal that the various types of
positive interdependence are effective however as they each used different bits and pieces
of the theory it proved difficult to find research that definitively stated which combination
was the most efficient.

One of the major points that did come across in one of the studies in particular was the
power that interdependence theory possesses in terms of practicality in the classroom and
this realisation served to fuel my curiosity concerning this area of educational study. The
study mentioned did have a stronger focus on resource interdependence and how its use
can completely alter the learning environment and group dynamics for students from
negative to positive. The data collected as a part of this study showed that when each of the
group members had all the information needed for a task (resource independence)
discussion became competitive and unproductive. However when group members were
only given parts of the information needed (resource interdependence) a more communal
and cooperative dynamic flourished within the group. Instead of viewing fellow group
members as competition students attributed value to others perspectives and points of
discussion as everyone was needed to finish the task.

Another interesting area to come up as part of the literature review was the impact
interdependence can have on students’ attitudes towards group work in regards to instilling
more positive views on working in groups from the students’ perspective. The influence that
strategies underpinned by this theory can have not only on the group work itself but also
how students approach group work also helped to dictate the direction of this action
research proposal. One of the studies looked at as part of the literature review revealed that
the establishment of strong interdependence had a positive correlation with attitudes
towards cooperative learning. Furthermore strong positive interdependence was found to
have positive links with perceptions of positive goal interdependence, resource
interdependence and teacher support. The students felt supported by not only the teacher
but also by their fellow group members which is an integral aspect of interdependence
theory as the major goal that drives this learning theory is the belief that the group either
sinks or swims together. Not only do I wish to through this research explore what strategies
are useful but also see whether their implementation has any effect on how students feel
about group work. Considering the students point of view is significant because their
outlook on group work can determine the level of participation, how much they engage and
whether or not they access meaningful learning from the task. If what was found in the
study mentioned can be further explored and expanded upon strategies to improve
students’ attitudes towards group work can be developed for future use.

The overall rationale for this action research proposal is to investigate an area of teaching
that is fundamental to my own developing practice; it is something that I will use repeatedly
over the course of my teaching career so arming myself with effective strategies will not
only benefit me but also future students. Additionally looking at this topic not only through
the lens of a teacher but also the students is important as group work is so dependent on
how students feel about group work.