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A pre-test post-test equivalent group design was employed. The objectives ofthe study were; (i) to explore the effects of collaborative learning technique, fishbowl, on the academic achievement of the students in the subject of Pakistan Studies; (ii) to explore the differences between the scores of both the control and experimental groups on pre-test and post-test. For achieving these objectives, null hypotheses were formulated and tested. The 281284 secondary school students in Khyber Pukhtunkhwa constituted the population of this experimental study. Sixty eight 9th grade students of Government High School No.1, Nowshera Kalan were taken as a sample for the study. These students were divided into two groups - control and experimental -on the bases of pre-test scores. For this purpose, convenience sampling technique was applied. Students in the control group were instructed through conventional learning activities (lecture method) in the classroom, while students in the experimental group were given treatment of collaborative learning. Data were collected through pre-test, and post-test. The statistical techniques; mean, standard deviation, t-test and ANOVA were use in the data analysis process. The major findings were found as under; (1) Collaborative learning activity (fishbowl) improved the academic achievement of participants (2) the retention level of the students who learn collaboratively was better than those who learn through traditional learning methods.  \nKeywords: Collaborative learning, Fishbowl, Academic achievement, Retention level and group-work  \n* Resource Person, DDE University of Peshawar, KPK Pakistan. Email: [eidakbar500@gmail.com](eidakbar500@gmail.com)  \n** Dean, Faculty of Arts and Social Sciences, Northern University Nowshera KPK Pakistan.  \nEmail: [drfarooqch43@gmail.com](drfarooqch43@gmail.com)  \n*** Director, Board of Advanced Studies and Research, Northern University Nowshera KPK, Pakistan.  \nEmail: [rabiatabassum27@gmail.com](rabiatabassum27@gmail.com)  \nIntroduction  \nMan is social and likes to learn in social circumstances. Collaborative learning approach is a proper answer to this human tendency. Therefore, most of the teachers consider collaborative interaction as beneficial for students in the process of learning encouragesand motivates them to learn how to cooperate with people not only in a classroom setting but also in real life (Zarei & Gilani, 2012) . John Dewey suggested that “students should not only learn from teachers but also from their peers”. Peer learning is possible in groupwork because students in group work not only learn from their peers, but also develop new skills and improve their learning abilities. The phrase, “sink or swim together”(Roger & Johnson, 1994, p. 1) highlights the importance of group-work.  \nIn Pakistan, the standard of education is poor. Teaching/learning-process is limited to better numerical results in examinations. In addition, good teachers are those who complete their lessons in-time and leave the learners to prepare for the examination. The focus of such teachers is on their own performance which does not determine whether the learner acquired the targeted goals or not (Ahmad, 2009; p. 10) .  \nThough computer-supported or in other word web-based collaborative learning is very popular nowadays in the educational settings and numerous researches have been conducted on it yet classroom-based collaborative learning is essential very much because in this era of technology, still 62% of the participants in the seminar had a preference for the physical presence of the professor during the lecture (Cogburn, 2001) . It goes without an","cbCaicX8t957v6UK","https://ap.wps.com/l/cbCaicX8t957v6UK","pdf",83843,"English","# Abstract\n# Introduction\n# Fishbowl as a Collaborative Learning Technique","[{\"question\":\"What was the objective of the experimental study?\",\"answer\":\"To investigate the effect of fishbowl collaborative learning on students’ academic achievement in Pakistan Studies and to compare control and experimental groups’ pre-test and post-test scores.\"},{\"question\":\"How were the students selected and divided into groups?\",\"answer\":\"Sixty eight 9th grade students were selected using convenience sampling and divided into a control group and an experimental group based on pre-test scores.\"},{\"question\":\"What methods were used to analyze the data?\",\"answer\":\"The study used mean, standard deviation, t-test, and ANOVA during data analysis.\"}]","Effect of Fishbowl Activity on the Academic Achievements of Secondary School Students | PDF",1792081849]