Peer Collaboration and Students’ Learning Activities in Secondary Schools in Kole District, Uganda
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Date
2026-10
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Gulu University
Abstract
The study examined the relationship between peer collaboration and students’ learning outcomes in secondary schools in Kole District, Uganda. Specifically, the study sought to establish the level of peer collaboration, assess the status of students’ learning outcomes in relation to subject tests and examinations, continuous assessment records, practical assessments, and project-based assessments, and determine the relationship between peer collaboration and students’ learning outcomes. The study adopted a convergent mixed-methods design within a cross-sectional survey. The study population comprised learners, teachers, and headteachers from selected government-aided secondary schools in Kole District. Three secondary schools were purposively selected. From a population of 1,393 individuals, comprising 1,300 learners, 90 teachers, and three headteachers, a sample of 373 respondents was determined using the Krejcie and Morgan sample-size table. Simple random sampling was used to select 297 learners and 73 teachers, while the three headteachers were purposively selected as key informants. Quantitative data were collected from learners and teachers using structured questionnaires, while qualitative data were obtained through interviews with headteachers and analyzed thematically. The findings indicated that peer collaboration was positively associated with learning activities, particularly through student-to-student interaction, group problem-solving, peer tutoring and scaffolding, and role allocation and participation. Role allocation and participation recorded the strongest positive relationship with learning activities ((r = .701,\ p < .001)), followed by peer tutoring and scaffolding ((r = .662,\ p < .001)), group problem-solving ((r = .595,\ p < .001)), and student-to-student interaction ((r = .344,\ p = .004)). Qualitative findings indicated that teachers facilitated collaboration through group discussions, guided problem-solving, peer assistance, and the assignment and rotation of group responsibilities. However, participation was not always equitable, as some learners
were less involved while others relied on more active classmates. Learners and teachers also reported generally favourable experiences concerning classroom engagement, cognitive skill development, perceived academic performance, and reflective learning. Nevertheless, the reported quantitative results did not directly establish students’ performance in subject tests and examinations, continuous assessment records, practical assessments, or project-based assessments. Consequently, the study concludes that peer collaboration was positively and significantly associated with learning activities, but its relationship with the specified learning outcomes requires direct assessment evidence and further statistical analysis. The study recommends strengthening structured peer collaboration, promoting equitable participation, and integrating appropriate assessment records and performance-based measures into school
level monitoring of students’ learning outcomes.
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Keywords
Peer collaboration, students’ learning outcomes, subject tests and examinations, continuous assessment, practical assessment, project-based assessment, secondary education.