This paper investigates the influence of collaborative learning in
Bahraini Islamic educational systems when employing problem-based Learning
(PBL). It is a case study of a girl’s secondary school, where PBL is
implemented. This study employed qualitative methods in the form of
semi-structured interviews and observations for data collection. The 10 lessons
of observational qualitative data emanated from the 4 class-based monitoring
that occurred during the problem-based learning event. The other part of the
qualitative data was gathered by interviewing 19 students, 2 tutors, and 3
Ministry of Educational consultants. This paper focused on participant’s
perspectives during interviews where a number of acts from the participants
were taken into consideration. Through observations, this research intended to
explore how students act and react in cooperative learning and in which way it
influences their learning. During the teamwork, a wide array of opinions
regarding how to solve problems were examined. This study suggests that the
varying roles which are reflected by students alongside the available
environmental factors enabled them to gain experiences of different types of
learning as well as enhance their self-directed learning skills. This has been
to some degree, a result of excellent task
planning and monitoring. To add, tutors showed a more assistive and
nurturing role, while students collaborated to resolve any provided issues.
Students with clever understanding, creative ideas, and well-advanced knowledge of
different areas helped to create a motivational environment, and this greatly
assisted the creation of new ideas and enhanced the team’s creativity. Such
issues were explored through group discussions. As suggested by this study,
teamwork could facilitate the generation of fresh knowledge; develop student’s
comprehension, and analytical abilities.
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