This is book is the property of NGENDAHAYO Samson's memory presented at the end of BACHELOR DEGREE in ECONOMICS WITH EDUCATION

1. １
DECLARATION
I, NGENDAHAYO Samson,declares that this is my original work and has never been presented for any
award in any University or Institution of high learning.In any instances where the work of others has been
used, the acknowledgment has been given.

2. ２
APPROVAL
I confirm that the work reported in this dissertation entitled “IMPOTANCE OF GROUPS
DISSCUSSION TO STUDENTS'PERFORMANCE IN ECONOMICS” wascarried out by the
candidate under my supervision

3. ３
DEDICATION
ii
DEDICATION
I dedicate this project to God Almighty my creator,my strong pillar, my source of inspiration,
wisdom, knowledge and understanding. He has been the source of my strength throughout this
program and on His wings only have I soared. I also dedicate this work to my mother; who has
encouraged me all the way and whose encouragement has made sure that I give it all it takes to finish that
which I have started.Thank you. My love for you all can never be quantified. God bless you.
ACKNOWLEDGEMENT
I would like to express my deep gratitude to two of my fellow one is my mother MUKAMANA
Esperance who helped in this research by providing all needed financial support and my adviser
USANASE Zahra who were instrumental in running this study and providing input from an instructor's
perspective.This study would not be possible without them.I would like to thank all the teaching assistants
who helped along the way and special thanks to the students of LYCEE DE KICUKIRO APADE especial
those of S5Accountancy where my research was made on them.Last but not least, I would like to thank
my supervisor Dr Vincent a teacher from University of Rwanda College of Education for fueling my
interest in educational research and greatly improving my writing skills.

4. ４
LISTS OF ABBREVIATIONS

5. ５
ABSTRACT
The present study focus on the practical experience of applying group work and examines its
effectiveness as teaching technique on students' oral performance.My purpose is to explore the
contribution of group discussion in improving learners performance in Economics.
Group discussion is a group of individuals with similar interest who gather formal or informal
information to bring up ideas,solve problems or give comments on something.
Two methods of learning economics are used in class of S5 Accounting in LYCEE DE KICUKIRO
APADE those methods are individual learning method and Group discussion learning method.In order
to investigate which one can improve learners performance in Economics,data were obtained using the
observation,questionnaires and interview.
By using observation I evaluate the performance of the learners in the tests they did.Students did four
different tests using different methods.They did two individual tests and two group discussion tests then
they obtained different points.The points obtained was presented and analyzed using tables.
The results showed that the groups discussion has significance role in improving learners performance in
Economics.We concluded that since group discussion method of learning and teaching increases learners
performance in Economics.The Economics teachers should put effort in encouraging students to use
group discussion in there learning and the teachers also put effort in using group discussion in there
teaching method.

6. ６
TABLE OF CONTENTS
RESEARCH TITLE
“IMPORTANCE OF GROUP DISCUSSIONIN IMPROVING LEARNERS'PERFORMANCE IN
ECONOMICS IN SENIOR FIVE ACCOUNTANCY STUDENTS OF LYCEE DE KICUKIRO
APADE”
UNIT I: INTRODUCTION BACKGROUNDOF THE STUDY
This action research was carried out in LYCEE DE KICUKIRO APADE,This is a private school
geographically located in KIGALI CITY in Kicukiro district near Ministry of Hearth.
UR-COLLEGE OF EDUCATION REMERA CUMPUS in its educational policy has established a
vocational internship in different secondary schools.This internship is important for facilitating student-
teachers to put into practice what they have been studying for three years in career of education in
different subjects and carry on an action research on a specific problem faced by the internee during
his/her internship period.It is in that context that I spend time and effort in LYCEEDE KICUKIRO
APADE,where I was appointed for doing internship in teaching ECONOMICS in S5 Accountancy..
In secondary schools there are the problem of lower performance of the students in many subjects include
ECONOMIC,remember fail of the students depend on many factors include learning
methodologies.Sometimes they failed but in other time they success.During groups discussion they
success but in peer learning they fail.Here it means that there are some most important advantages of
using groups discussion in classroom learning later than using individual learning.This is the reason why I
chose my topic “IMPORTANCE OF GROUP DISCUSSIONIN IMPROVING
LEARNERS'PERFORMANCE IN ECONOMICS ”
I.2.STATEMENT OF THE PROBLEM

7. ７
The paper examines how groups discussion learning method affect learners performance in economic.It
explores those competitive advantages in S5 Accountancy at LYCEE DE KICUKIRO APADE by
examining the students' results in the two individual final tests and two exercises done in groups.It aims at
understanding how group learning methods affect academic achievement and maximize the opportunities
for the learners.It aims at giving an end to the debate among different teachers and students how these two
different methods influence academic achievement.It asks for greater concern and a change in the
education systems due to demands of the Rwandans society by emphasizing the idea that cooperative
learning should gain acceptance as a strategy for promoting positive academic,social and attitudinal
outcomes ( Johnson&Johnson,1985,Slavin,1980)
I.3.OBJECTIVES
I.3.1.GENERAL OBJECTIVES
It is important to try to build an atmosphere where the students will no longer feel shy,where they will
voluntarily raise their hands to ask questions and where they will freely voice their own opinions.I believe
that group work helps our students to gradually finish the negative effects of these constraints.
I also try to ease my students and remove their fear and anxiety by much tolerance and praise even in
cases of misuse of the language.
The main purpose of this study is to use group discussion in improving learners performance and
investigate the contribution of group discussion in improving learners performance in economics subject
Furthermore we attempt to bridge the traditional way of learning where the students is the sole learning
by memorizing the content with no understanding.
I.3.2.SPECIFIC OBJECTIVES
More hands make for lighter work,Two hands re better than one then groups have to be more
productive,creative,and motivated than individual on their own.These are specific objectives of groups
discussion to students:
 Tackle more complex problems than they could on their own
 Develop strong communication skills
 Develop their own voice and perspectives in relation to peers
 Create cooperation among learners through group discussion
 Examine whether the learning process becomes joyful and gainful through group discussion
 To promote the students of lower performance
I.4.SIGNIFICANCE OF THE STUDY
This study is helpful to the learners of LYCEE DE KICUKIRO APADE after investigating that they do
not perform well in economics lesson because of individual learning, I encourage them to form small
groups in order to share the ideas between them which lead to the increase of their success in economics
lesson,not only in that subject but also in other subject.

8. ８
This research is not only important for the students only but also is important for the teachers because
after analyzing performance of the students all teachers of LYCEE DE KICUKIRO APADE took
decision to use it in their teaching methods where every teacher must take 10 minutes in his classroom to
use group discussion in his teaching activities.This is because this method of group discussion is motivate
the learners and make the lesson joyful that lecture method.
And also this research is very important to the administration of LYCEE DE KICUKIRO APADE
because they encouraged other teachers to use it in order to motivate learners and also oblige students to
discuss about the topics covered in free time which avoid free movement of the students and full control
of students discipline.
UNIT II: LITERATUREREVIEW
II.1.INTRODUCTION
This chapter shows the ways other educational researchers view the importance of group discussion to
students' performance in different fields of study
According to Gomleksize (2007) cooperative learning is when students work together to achieve specific
goals.Also according to Wichardee states that cooperative learning is pedagogical approach that
encourages students-students.
(Davis, 1993). According to Wasley (2006), “Students who participate in collaborative learning and
educational activities outside the classroom and who interact more with faculty members get better
grades, are more satisfied with their education, and are more likely to remain in college” (p. A39)
II.2.THE CONTRIBUTIONOF GROUP DISCUSSIONIN IMPROVING LEARNERS
PERFORMANCE
Capon (2004) says that lecture method allow more material to be covered, in particular the multiple and
varied exemplars that have been associated with superior acquisition and transfer. It is the most
economical method of transmitting knowledge
According to LARSON (1997); WILEEN& WHITE (1991) stated that discussion is characterized as
structured conversation among participants who presents,examine, compare and understand similar and
diverse ideas about an issue; in academic domain group discussion improve learners’ performance by
sharing ideas and discussing about the academic issues between students, by the help of teachers,who
supervise the activities of groups and by setting the instructions to be followed.
LARSON (1997) also stated GALL(1985) reported that discussion is an effective way to promote higher
level thinking, develop students attitudes and advance student capacity for moral questioning.
At the meantime, learning together techniques enable students to discuss different issues and exchange
ideas in order to make everything clear for them. The high level of explanation is positively related to
students’ achievement (VEENMAN,et al..,2005).Group learning has significantly more positive effects
than individual learning on student individual achievement (ABRAMI &APPOLLONIA, 2001).

9. ９
In cooperative learning, students also have opportunity to explain their opinions; present the alternative
strategies and approximations that help them understand subjects. In addition working together may
enable students to correct their misunderstanding.
According to POUL NELSON,SCOTT TITS WORTH and JUDY PEARSON (2007:253-254); small
groups are increasingly used “To facilitate public communication; for public presentations is that they can
make the process less stressful for everyone “. They let us accomplish the task more effectively; thus
satisfying our desire control. They can in the early days of formal education with the one –room school
house; teacher relied on students with their learning. As the population increased and schools become
larger , the school also become more specific to age and grade appropriate separation .This changed the
way teachers worked in the classroom more toward direct instruction where students worked individually.
According to WHICKER,BOLL,and NUNNERY (1997) studied 31 higher juniors and seniors divided
into two classes where one class studied in small groups and the other class everyone studied
independently. They used surveys of students and found that most students indicated that they liked
working in groups and getting help from other students.
According to ANDERSON (2005) studied 240 junior and senior secondary students in a comparison of
group discussion and traditional learning environment scored higher than their peer in standardized
testing of the curriculum and were positive about their learning experience ,the group discussion classes
were split into tutorial groups of five to six students, each meeting in a small room for one hour per
session.
If a student feels that he or she cannot do the required work, then he or she may not be willing to put forth
the effort needed to successful. Group discussion can be a useful tool to help develop a positive attitude
toward learning.
Engagement, defined as “student-faculty interaction, peer-to-peer collaboration and active learning”
(CHEN,GONYEA & KUH,2008) has been positively related to the quality of the learning experience
.Social learning or learning as a part of a group is an important way to help students gain experience in
collaboration and develop important skills in critical thinking , self-reflection, and co-construction of
knowledge.
Effective teachers encourage their students’ participation in classroom discussions, welcome their
contributions, and motivate them by such practices (CAZDEN,2001; STIPEK,2002).It depends on the
implementation of group discussion as learning and teaching methods that are characterized by at least
two essential elements ;positive interdependence and individual accountability (SLAVIN,1990).
Effective teachers generate the greatest opportunity for students to learn and technically manage
instruction but teaching methods that allow students to use hands, eyes, ears,and the mind also enhance
effective learning and students achievement (MILLS; 1991;SOGOMO;2001,WAIHENYA;2000) in
learning together method students continuously interact with each other for learning and teaching method;
whereas in traditional teaching method, the interaction among students is not available.
Group discussion encourages students to participate actively in the learning process. In a successfulcase ,
students promote each other’s success by helping, supporting, encouraging and praising each other to
learn JOHNSON,(2005).

10. １０
Although working in groups has its advantages,there are also times when problems arise. Beebe and
Masterson (2003) list four disadvantages.
1. There may be pressure from the group to conform to the majority opinion. Most people do not like
conflict and attempt to avoid it when possible. By readily acquiescing to the majority opinion, the
individual may agree to a bad solution just to avoid conflict.
2. An individual may dominate the discussion. This leads to members not gaining satisfaction from the
group because they feel too alienated in the decision making process.
3. Some members may rely too heavily on others to do the work. This is one of the most salient problems
that face groups. Some members do not pitch in and help and do not adequately contribute to the group
(Freeman & Greenacre,2011). One solution to this problem is to make every group member aware of the
goals and objectives of the group and assign specific tasks or responsibilities to each member
4. It takes more time to work in a group than to work alone. It takes longer to accomplish tasks when
working with others. However,the time spent taking and analyzing problems usually results in better
solutions.
II.3.HOWTO MAKE GROUPS MORE EFFECTIVE?
1. Emphasize the importance ofteamwork;Before the groups are formed and the task is set out,
teachers should make clear why this particular assignment is being done in groups. Students are still
regularly reporting in survey data that teachers use groups so they do not have to teach or have as
much work to grade.
2. Teach teamwork skills;Most students do not come to group work knowing how to function
effectively in groups. Whether in handouts, online resources,or discussions in class, teachers need to
talk about the responsibilities members have to the group.Students need strategies for dealing with
members who are not doing their fair share. They need ideas about constructively resolving
disagreement. They need advice on time management.
3. Make the workload reasonable and the goals clear:Yes,the task can be larger than what one
individual can complete. But students without a lot of group work experience may struggle with
large, complex tasks. Whatever the task, the teachers' goals and objectives should be clear. Students
should not have to spend a lot of time trying to figure out what they are supposed to be doing.
4. Consider roles for group members:Not all the literature recommends assigning roles, although
some does. Roles can emerge on their own as members see what functions the group needs and step
up to fill those roles. However,this does not always happen when students are new to group work.
The teacher can decide on the necessary roles and suggest them to a group with the group deciding
who does what. The teacher can assign the roles, but should realize that assigning roles does not
guarantee that students will assume those roles.
5. Face-to-face interaction and advocacy: Students help each other learn. We achieve the goal of
assisting, encouraging, and supporting each other in learning by the way we structure our classroom
seating. Students are more able to learn together when you face each other in small circles. Students
also support each other in learning when you make a commitment to solve problems jointly through
discussion and shared explanations.
6. Agreements;Keep each question going longer by engaging more students in the discussion. When
the first student answers a question, ask another student if he or she agrees or disagrees with that

11. １１
answer. Then ask another student, and keep going until at least five students have participated in
each question.
7. Make sure that everyone has a chance to contribute;It is emphasized that once a question is
posed; teacher should wait long enough for someone to answer it. Teacher might occasionally try
having students write down an answer first, which gives more reserved students a chance to think
about their thoughts before speaking.
UNIT III: METHODOLOGY
III.1.DESIGN
In this research,the data will be collected from LYCEE DE KICUKIRO APADE located in Kigali City,
Kicukiro district, in S5 ACCOUNTANCY.I chose this sample class because is where I did my internship.
III.2.TARGET GROUP
In this class of S5 ACCOUNTANCY there are 31 students aging between 15 years and 20 years
old.These students has divided into 6 groups where 5 groups had 5 students and the last group had 6
students.Mixing the students with different abilities, different gender, and various ages,and culture
backgrounds,quiet and talkative ones will form my designed group.
Description ofthe target group
SCHOOL NUMBER OF
STUDENTS
NUMBEROFGROUPS NUMBER OF
STUDENTS PER
GROUP
LYCEE DE KICUKIRO 31 6 5 and last has 6
III.3.METHODS ANDTOOLS/INSTRUMENTS FOR DATACOLLECTION
III.3.1 EXPERIMENTAL
Investigating the importance of group discussion on learners' performance requires the use of an
experimental method.The experimental will evaluate the significant effect of students' oral performance
when working in groups and compare them to those who study individually.Here group grading became a
big challenge that I faced when used group work as a technique.I assign them the same grade or grade
them individually,taking into account that in some activities students work as group but graded
individually.This lead to competition in groups
This table showus the points ofthe five groups
Number of groups Points/ 4o marks
Group A 39

12. １２
Group B 37
Group C 39
Group D 36
Group E 38
Mean 37.8
But when the students worked individually they got mean of 28 marks over 40marks.Where the highest
score is 39 marks over 40 marks while the lowest score is 12 marks over40 marks
The following table showthe mean points the students got when they worked individual
III.3.2.INTERVIEWS
I used this method to investigate whether the students were happy in using the groups discussion in there
learning and teaching activities,where 31 students were ask individually this two question “Did you
participate by giving an idea in your group?” the second question is “Howdo you feel about the
assessment ofgroup work? ”
III.3.3.OBSEVATION
This technique is more objective and reliable because it used directly to visit the students and see how
they perceive and react about the group discussion in teaching and learning economic subject with the aim
of draw conclusion about group discussion method and that can improve learners’ performance in
economic.
III.4.SCHEDULE OF ACTIVITIES
Topic Strategies/Interventions Participants Duration
Inform the school staff
about the action research
to be taken.
Orientation of the
learners,my mentor and
co-teachers regarding
the action research.
Give letter from UR-COLLEGE
OF EDUCATION REMERA
CAMPUS to the school staff
asking authorization, help and
facilitation to my research.
Explain to the learners,mentor
and co-teachers what action
research is,its purpose and all
about action research.
The students of
s5
accountancy,my
mentor Co-
teachers

13. １３
Surveying the
students’opinions about
the best strategy to use
while teaching.
Improving the
students’active
participation in
economics class
Compose pre service
questionnaire and collect
information from the students.
Begin to implement the
appropriate method of teaching
chosen by the learners.
The students of
s5
accountancy,My
mentor,Co-
teachers
Evaluation of
students’knowledge and
improvement achieved
while learning
economics
Give continuous assessment test
to measure the improvement of
the learners by using group
discussion in economics
The
students,Mentor,
Co-teacher
Review of related
literature to the topic.
Writing of the corrected
data of report.
By using libraries,internet I
conduct and search what others
was talked about the importance
of group discussion in improving
students performance.
I used group discussion and
presentation of the group
activities to explain all about
economic
Teaching and learning
activities.Giving the
students the
opportunities to
participate in the lesson
actively.
Carrying post test
survey.
Evaluation of the overall
progress.
Interpretation of data
and finalizing the report
typing.
Encouraging group work and
presentation by using group
discussion.
Composition of post study
questionnaires and give it to the
students to look how they fill
after improving
III.5.ETHICALISSUES

14. １４
I promised to each and everyone student who will help me to gather information needed in my research
and who give me that the information which will be gave and gathered from all respondents will be secret
to me until the end of my research.
During the period of internship many activities are done ,in those activities some challenges was occur
like in activity of data collection is a the critical phase of the action research required the use of different
methods and techniques where some of them were not easy to use for collecting the necessary data such
as the progress reached after implementing a given approach.The time for analyzing the collected data
from numerous sources was another challenging issue in carrying out this research because it was too
short compared to the work.Also there were the problem of finance support in all domain which is not
available.
UNIT IV: DATA PRESENTATIONANALYSIS AND INTREPRETATION
IV.1.INTRODUCTION
This chapter deals with presentation,analysis,and interpretation of data collected with the purpose of
showing to every one the contribution of the group discussion in improving learners' performance in
economics subject,but not for economics only but also in every subject.
The data of my research come from learners of senior five accountancy in LYCEE DE KICUKIRO
APADE as there were 31 students in my focusing class.
IV.2. COMPARISON BETWEENTHE CONTRIBUTIONS OF GROUP DISCUSSION AND
INDIVIDUAL WORK IN IMPROVING PERFORMANCE
By using questionnaires the two questions were asked.From the first question students answered yes or no
where as in the second question the students answered what they though.
The result are shown in the following table below
QUESTIONS ACCEPT NON ACCEPT NEUTRAL TOTAL
Did you participate
by giving an idea
in your group
29
94%
2
6%
0 31
How do you feel
about the
assessment of
group work?
30
97%
1
3%
0 31
Fromour table those who accept are those who feel good on group work,while those who are non accept
were those who are not happy.

15. １５
In the quiz they did on Wednesday 04th
February 2017 the students obtained mean of 32/40 marks
where the highest score was 40/40 marks, while the lowest score was 12/40 marks.
On 23rd
February 2017 they did another quiz where they obtained the mean of 30/40 marks,the highest
score was 40/40 marks,where as the lowest score was 10/40 marks
The students did the general test in groups on 20th
March 2017
This table showus the points they obtained
Number of groups Points/ 4o marks
Group A 39 Highest score
Group B 37
Group C 39 Highest score
Group D 36 Lowest score
Group E 38
Mean 37.8
In our table the highest score was 39 marks over 40 marksobtained by group C while the lowest score
was 36 marks over40 marksobtained by group D
On 27th
March 2017 they did another group work and the points gained in every group are shown in the
following table
Number of groups Points/ 4o marks
Group A 38.5
Group B 38
Group C 39
Group D 39.5 Highest score
Group E 37 Lowest score
Mean 38.4 40marks
Here fromour table the highest score in group was 39.5 marks over 40 marks obtained by group D while
the lowest score was 37marksover 40 marks obtained by group E.

16. １６
IV.3.FINDINGS
During this research ,I was trying to answer questions related to :
1. How the students attitude towards economics change after group discussion and working in group?
2. What happen to students who had low performance in before introducing group discussion??
3. Did the groups discussion increase interaction and relationship between the students?

17. １７

18. １８

19. １９
UNIT V: GENERAL CONCLUSIONAND RECOMMENDATIONS
V.1. GENERAL CONCLUSION.
Although secondary teachers typically recognize the value of group work in classroom learning it still
remains rather uncommon.Even though most of the teachers still choose
lecturing as their primary instructional strategy, it is now time for a new way of conceiving large-class
learning. Group learning can be used effectively within adult education classes.This teaching strategy can
be used to enhance achievement and socialization among students and contribute to improved attitudes
towards learning and working with others, including a better understanding of students from diverse
cultural backgrounds.Moreover it is involving and active as it lends variety to learning, encourages
participation and leads to active thinking among students.
It seems evident that group based learning can be used very effectively in other courses.student
evaluations of their group learning in communication classes strongly indicate that they like it.In order to
enhance students’performance and achievement university teachers should model different teaching
strategies.Group learning calls for the construction of a better educational experience for all students and
for a better environment in which teachers can be professionals.There is a need for a change of classroom
cultures to support the outcomes of schooling that are congruent with the societal needs of the 21st
century
and a change in the preparation of all teachers to understand, internalize and implement communication
principles while interacting with students.It is necessary to help the students change their behavior from
externally controlled to responsible and internally motivated.
From a pedagogical standpoint, this study provides teachers with a better understanding of the
communicative moves that effectively involve students in classroom activities and successfully transfer
responsibility from the teacher to the learner.
V.2. RECOMMENDATIONS
According to the findings I decided to give advises to the students and teachers.It is now time for
secondary teachers to change the learning environment of large classes.They have the opportunity to
rethink the goals of classes,especially the large ones and to reflect about the method that might best help
their students acquire knowledge
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APPENDICES
TOOLS
MONTHLYREPORTS

21. ２１