Effects of Intentional Collaborative Pairing on High School Science Students

Abstract

This action research study examined how intentional collaborative pairing affects academic achievement and attitudes toward science with ninth-grade biology students. Group work is commonly used in science classrooms, but there are limited studies on how specific pairing strategies impact both learning and student perceptions. This study investigated whether pairing students based on gender and positive peer relationships would improve outcomes compared to randomly assigned groups. The study included 29 students across two regular-level biology classes during the second semester. During the nontreatment unit, students were randomly paired to establish a baseline. During the treatment unit, students were intentionally paired to maximize mixed-gender collaboration and positive social relationships. Academic improvement was tracked using mirrored pre and post-assessments for each unit. Student attitudes toward collaboration and science were measured using a survey administered before and after the treatment. Additional qualitative data was collected through student interviews. The results showed that students had greater academic improvement during the unit with intentional pairing compared to the nontreatment unit. Both male and female students showed increased academic growth, with female students demonstrating a larger improvement between units and male students maintaining higher overall scores. Student survey responses showed overall improvement in perceptions of collaboration and science. The largest positive shifts were in students’ sense of participation and confidence in group work. However, students reported less preference for collaboration on a single survey statement, and there were differences between male and female students in how their attitudes toward science changed. Interview responses supported these findings, with students noting that collaboration helped them understand content but also identifying challenges such as unequal participation that led to frustration. These findings suggest that intentional collaborative pairing based on social relationships and gender balance can support academic growth and improve aspects of student collaboration. However, the impact on attitudes toward science may vary among students. This study highlights the importance of thoughtful group formation as a strategy for improving both learning and classroom experiences in high school science settings.