Comparing Group Study and Individual Learning Among First-Year IT

Students

Introduction

In modern education, instructional strategies such as group study and personal learning have
gained prominence for their potential to improve academic outcomes. Group study facilitates
collaborative learning through informal interaction, enabling students to share insights, engage
critically, and strengthen their understanding of subject matter (Knowles, 1975; Merriam et al.,
2007). Conversely, personal learning emphasizes individual autonomy, tailoring educational
experiences to a student’s strengths, needs, and interests. This approach fosters self-paced
progress and aligns with the principles of self-directed learning, which are essential for lifelong
education (Brookfield, 2009). Despite these benefits, both methods face challenges. Group study
can be hindered by distractions and lack of focus, while personal learning is often plagued by
procrastination and isolation due to the absence of external accountability (Boyer & Usinger,
2015; Grover, 2015). Addressing these issues is critical for optimizing the effectiveness of these
instructional designs in diverse educational contexts.

Previous research in various regions highlights the complexity of these learning methods. Studies
in Australia and New Zealand have explored group study dynamics, including cooperative
learning and group assessments, while addressing challenges such as social loafing and group
performance among multicultural student populations (Merriam et al., 2007; Brookfield, 2009).
Similarly, national research in the Philippines, such as that by Santos (2019) and Reyes (2020),
revealed the benefits of group study in enhancing collaboration and social skills, alongside its
drawbacks like distractions. On the other hand, personal learning allows students to focus on
individual progress and autonomy but often leads to motivational issues and a sense of isolation.
In the Davao Region, Garcia and Santos (2019) emphasized the potential of these approaches to
enhance academic performance but noted that their effectiveness depends on individual
preferences and specific learning objectives. These findings underscore the need for strategies
that address the limitations of both methods to maximize their advantages.

Despite the growing body of research, a clear gap exists in directly comparing the effectiveness
of group study and personal learning, particularly among first-year IT students, who face unique
academic challenges such as adapting to a technical curriculum and developing collaborative and
problem-solving skills. Current literature provides limited guidance on how students and
educators can select the most suitable approach for varying academic scenarios. This study aims
to fill this gap by systematically analyzing the impact of these learning methods on academic
performance, offering actionable insights for students and educators. Given the increasing
emphasis on personalized education and collaborative skills in modern schooling, this research is
urgently needed to inform decisions and optimize learning strategies in the IT education domain.
This study aims to explore the effectiveness of group study and personal learning among first-
year IT students. The first set of research questions focuses on group study, examining aspects
such as collaborative interaction, task distribution, engagement level, peer teaching, and
problem-solving skills. These questions seek to understand how well students collaborate,
divide tasks, stay engaged, and leverage peer teaching and collective problem-solving to enhance
their learning experience. The second set evaluates personal learning, addressing time
management, self-directed learning, material retention, note-taking skills, and critical
thinking. The purpose of these questions is to assess how effectively students manage their time,
take initiative in their learning, retain technical knowledge, and apply critical thinking. The study
also investigates the potential relationship between group study and personal learning, aiming to
understand how these two approaches interact and contribute to overall academic success. By
exploring these dynamics, the research examines how both learning strategies can complement
each other to enhance student performance and skill development. Moreover, this research aligns
with Sustainable Development Goal 4 (Quality Education), which emphasizes inclusive,
equitable, and high-quality education. By exploring diverse learning methods such as
collaboration, problem-solving, and self-management, the study promotes better student
outcomes and supports lifelong learning. It also contributes to SDG 4.7, fostering understanding
and global citizenship through peer teaching and collaboration. Additionally, by developing
critical skills like time management and critical thinking, the study supports SDG 8 (Decent
Work and Economic Growth), preparing students for professional success. Ultimately, the
research supports quality education and equips students with the skills necessary for innovation
and growth, thereby contributing to SDG 9 (Industry, Innovation, and Infrastructure).

The global significance of this study lies in its potential to enhance educational strategies that are
pivotal in preparing students for the challenges of the modern world. By examining the
effectiveness of group study and personal learning among first-year IT students, this research can
offer valuable insights into optimizing learning methods in diverse educational contexts. The
findings of this study will be beneficial not only to educators and students in the IT field but also
to the broader educational community, as it addresses universal challenges in education—
collaboration, engagement, self-directed learning, and the balance between individual and
collective efforts. Globally, the results of this study can inform teaching practices and
educational policies, guiding institutions on how to best implement and support active learning
strategies that cater to both individual and collaborative needs. Universities and academic
institutions can benefit from these insights by refining their curriculum to encourage more
effective learning environments and support for students, particularly in fields like Information
Technology where technical and problem-solving skills are paramount. Moreover, the research
will help institutions design targeted interventions to minimize the challenges associated with
both group study (e.g., distractions) and personal learning (e.g., procrastination and isolation),
thus improving overall academic performance.

The effectiveness of group study can be explained through several key theories. Social
Interdependence Theory, proposed by Johnson and Johnson (1999), emphasizes that
individuals within a group are interdependent, meaning their success is linked to the success of
others. This theory highlights the importance of positive interdependence, where individuals
believe they can only achieve their goals if the entire group succeeds. Such a dynamic fosters
cooperation, collaboration, and mutual support, which can enhance learning outcomes. Similarly,
Cognitive Elaboration Theory, developed by Webb (1989), underscores the cognitive benefits
of group interactions. This theory posits that group discussions prompt students to elaborate on
their understanding of material and confront alternative viewpoints, deepening their
comprehension and improving critical thinking. The process of cognitive elaboration, facilitated
by active engagement and dialogue, plays a key role in the effectiveness of group study.In
contrast, personal learning is underpinned by different theoretical frameworks. Experiential
Learning Theory (ELT), proposed by Kolb (1984), views learning as a cyclical process that
includes concrete experience, reflective observation, abstract conceptualization, and active
experimentation. Personal learning, which often involves individual reflection and
experimentation, aligns closely with this theory, as it allows students to connect their personal
experiences to broader concepts and explore different strategies to achieve learning goals.
Additionally, Self-Determination Theory (SDT), developed by Deci and Ryan (1985),
emphasizes the role of motivation in learning. It asserts that when individuals' psychological
needs for autonomy, competence, and relatedness are met, they are more likely to be intrinsically
motivated and engaged. Personal learning facilitates this by giving students the autonomy to
manage their learning process, leading to enhanced motivation and a greater sense of satisfaction
in their educational journey.Together, these theories provide a robust understanding of how both
group study and personal learning contribute to academic success, highlighting the importance of
interaction, motivation, and reflection in the learning process.