Assyfa Learning Journal, vol. 3 (2), pp. 49-52, 2025
Received 1 Desember 2024 / published 21 August 2025
https://doi.org/10.61650/alj.v2i2.188

Students’ perceptions about the
importance of Group Study in the
tertiary educational institutions of
Bangladesh
Md. Anisur Rahman1
1. Hajiganj Degree College
*Corresponding Author: anisg.du@yahoo.com

Abstract
The main objective of the study is to focus on Students’ perceptions about
the importance of Group Study in tertiary educational institutions of
Bangladesh suitable for students’ academic development in learning and
teaching system. The group study is one of the most recent ideas to
develop students’ academic development. The study will also focus the
demand of the group study and challenges of implementation of the
process in tertiary educational institutions. It is a qualitative and
quantitative based research study. If it is applied in proper and
constructive way it will help students to learn a lesson effectively. To
implement the process some issues and action plans should be considered
rightly. The researcher described and introduced The Students’
perceptions about the importance of Group Study in tertiary educational
institutions and its’ impact on students’ academic development with the
help of literature and from the data was collected from student in the
tertiary level.
Keywords: student centered learning, Group Study, and students’
academic development

INTRODUCTION
In the era of globalization and transformation in higher
education, group-based learning (group study) has become a
pedagogical approach increasingly recognized internationally
as an effective strategy for improving student learning
outcomes. Globally, the implementation of group study in
higher education is driven by the need to develop 21stcentury competencies such as critical thinking, collaboration,
communication, and problem-solving, which are essential in
the modern workplace (Hooijen, 1998; Rosa, 2021; Yang,

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2020). Furthermore, group study plays a crucial role in
building inclusivity, strengthening social interactions, and
preparing students to face the challenges of the professional
world, which demands cross-cultural and cross-disciplinary
teamwork (Yadav, 2022). Recent trends indicate that group
learning is conducted not only face-to-face but also through
digital and hybrid platforms, particularly following the COVID19 pandemic, which expands access and flexibility for
collaboration among students.
However, despite global recognition of the importance of
group study (Benedict, 2023; Lupton, 2016; Tsani, 2020), its
implementation in higher education institutions in Bangladesh
faces various complex challenges. The Bangladeshi education
system is still dominated by a teacher-centered approach,
where the lecturer is the center of knowledge and students
tend to be passive. This has led to resistance to collaborative
learning methods, both from the lecturer and the student side
(Man, 2023). In addition, limited infrastructure such as study
rooms, libraries, and other supporting facilities are major
obstacles in implementing effective group study (Fleming,
2020; Szasz, 2020; Wang, 2022). The large number of students
in one class, high lecturer-student ratio, and lack of training
and awareness about the benefits of group study also
exacerbate this problem. The assessment system that is still
oriented towards individual results and memorization, as well
as minimal institutional policy support, also hinders the
optimization of group learning.

Abao, J. et al (2024). Technology Integration in Indonesian Language Learning: Improving. Assyfa Learning Journal, 2
(2). 84-96. https://doi.org/10.61650/alj.v2i1.125
2986-2906
CV. Bimbingan Belajar Assyfa

Previous research has extensively discussed the benefits and
challenges of group study in various contexts. Globally,
research by Kayes (2020) confirms that cooperative learning
can improve student learning outcomes, social skills, and
motivation. Research by Felder (2022) and Charkins (2022)
suggests that a mismatch between teaching and learning
styles can lower student achievement and motivation,
making more student-centered approaches such as group
study highly relevant. In South Asia, several recent studies
(2020–2025) highlight the importance of collaborative
learning environments for students, both in supporting the
transition to higher education and in addressing educational
disparities (Cardozo, 2021; Lin, 2024).
Rahman's (2021) study specifically examined student
perceptions of group study in Bangladesh and found that,
while generally well-received, its implementation still faces
structural and cultural challenges. The novelty of this
research lies in its empirical focus on student perceptions in
Bangladeshi higher education institutions (Jääskä, 2022;
Nguyen, 2023; Sconti, 2022), a topic rarely explored in depth
in international and national literature. This study employs a
mixed-methods approach, combining quantitative and
qualitative data, providing a more comprehensive picture of
the practices, perceptions, and challenges of implementing
group study in the local context (Hasibuan & Wahyudin,
2023; Najmi, Rofiq, & Maarif, 2021). Furthermore, this study
applies cooperative learning (Rathi, 2021) and social
constructivism theories to analyze the dynamics of group
learning
and
offers
contextualized
practical
recommendations for developing educational policies and
practices in Bangladesh.
While numerous studies have addressed the benefits of
group study, there is a significant research gap in the
literature regarding the implementation, effectiveness, and
challenges of group study in Bangladeshi higher education
institutions. Most previous studies are cross-sectional,
focused on Western contexts, or used limited samples, thus
underrepresenting the diversity of students in Bangladesh.
Furthermore, there is limited research examining the
adaptation of group study to digital or hybrid formats and its
impact on long-term learning outcomes and the
development of non-academic skills such as leadership and
collaboration. This study seeks to address this gap by
providing up-to-date empirical data, an in-depth analysis of

group dynamics, and identifying key factors that can enhance
the effectiveness of group study in Bangladeshi higher
education settings (Kiani, 2020; Rathi, 2021; Schuh, 2023).
The theoretical framework used in this study is based on
constructivism and social constructivism (Vygotsky), which
emphasize the importance of social interaction and
collaboration in building knowledge. Furthermore,
cooperative learning theory serves as the primary foundation
for designing and analyzing group study practices, highlighting
aspects of positive interdependence, individual accountability,
and group processes (Qomaria, Afifah, & Manivannan, 2025).
Key concepts used include student-centered learning,
cooperative learning, group dynamics, and peer learning, all of
which focus on developing students' cognitive, social, and
affective skills through group interactions (Noor, 2024;
Serafin, 2020; Shepelev, 2022).
Thus, this study not only contributes empirically to the
understanding of group study perceptions and practices in
Bangladesh but also offers a conceptual framework and policy
recommendations that can be adapted to other developing
country contexts. This research is expected to serve as a
reference for policymakers, educators, and researchers in
developing effective and inclusive collaborative learning
strategies in higher education.

MATERIALS AND METHODS
2.1 Research Design
This study employed a mixed methods design that integrates
quantitative and qualitative data in parallel to capture both
general trends and the deeper nuances of student
perceptions (WATI, Misbah, & Noviani, 2015). This approach
was chosen because it has proven effective in recent
educational studies for understanding complex phenomena
such as student perceptions and learning experiences.
Specifically, the design used was a convergent parallel
design, in which quantitative data (through surveys) and
qualitative data (through interviews, focus group
discussions,
and
observations)
were
collected
simultaneously, then analyzed and integrated to gain a
comprehensive understanding (Afifah & Putri, 2021). The
following visualizes the structure of the mixed methods
research design used in this study.

Figure 1. Reseach Desain

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2.2 Population and Sampling Technique
The sampling technique used was purposive sampling with
the following inclusion criteria: active students, enrolled in
the specified academic year, and willing to participate. This
approach aligns with best practices in recent educational
research, which emphasize the importance of
representation and diversity in sampling. The following
table presents a summary of the demographic
characteristics of the study sample.
2.3 Research Instruments
This study used several instruments to collect data, namely
(Lestari, Afifah, & Supriyo, 2023): (1) Questionnaires: Using
a Likert scale to measure students' perceptions, attitudes,
and experiences regarding group study. This instrument

was adapted from a validated survey and is widely used in
recent educational research; (2) Semi-Structured Interviews:
To delve deeper into students' experiences and perspectives
regarding the benefits and challenges of group study; (3)
Focus Group Discussions (FGDs): To understand group
dynamics and collective perceptions; and (4) Classroom
Observations: Using a structured observation protocol to
record collaborative behavior and student participation
during group study (Laily Alfi Maulida, Anindita Verliana
Ridho’i, Erina Naurullaili Nahdia, & Ani Afifah, 2024;
Maghfiroh, Setiawan, Saputra, Afifah, & Darmayanti, 2023).
The use of this combination of instruments aligns with
recent research recommendations that emphasize the
importance of data triangulation to increase the validity of
findings. The following flowchart illustrates the use of
research instruments in the data collection process.

Figure 2. Flowchart of the Data Collection Process
2.4 Data Collection Procedures
Data collection was conducted in several stages, including:
Socialization and Informed Consent: Students were given
an explanation of the research objectives, their right to
participate, and guaranteed data confidentiality. Informed
consent was obtained in writing, in accordance with the
latest educational research ethics standards. Questionnaire
Distribution: Questionnaires were distributed directly in
class and collected upon completion. Interviews and Focus
Group Discussions (FGDs): Interviews and focus group
discussions (FGDs) were conducted according to a
schedule, guided by the researcher using open-ended
questions. Classroom Observations: Researchers observed
group study sessions, recording student interactions and
participation using a structured observation sheet (Eminita,
2020). This procedure was designed to minimize bias,
maintain participant comfort, and ensure the data obtained
was representative and valid.
2.5 Data Analysis Techniques
Data analysis was conducted by integrating quantitative
and qualitative data. Qualitative data obtained from
questionnaires were analyzed using descriptive statistics
(mean, standard deviation, frequency distribution) and
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inferential statistics (t-test, ANOVA, regression) to identify
patterns and relationships between variables. Qualitative
Data: The results of interviews, focus group discussions, and
observations were analyzed using thematic coding
techniques using software such as NVivo, with inter-coder
reliability testing (Krippendorff's alpha) to ensure
consistency. Data Integration: The results of the quantitative
and qualitative analyses were synthesized using a joint
display table to obtain comprehensive meta-inferences.
The research method used in this study was designed to
provide a comprehensive and valid picture of students'
perceptions of group study in Bangladeshi higher education.
By integrating quantitative and qualitative approaches
(Emmanouil, 2020; Li, 2021), and applying ethical principles
and innovative data visualization, this research is expected
to make a significant contribution to the development of
collaborative learning practices at the university level.

RESULT
This study aims to explore students' perceptions of the
importance of group study in higher education institutions in
Bangladesh, focusing on its contribution to students'
academic development. The study employed both

Abao, J. et al (2024). Technology Integration in Indonesian Language Learning: Improving. Assyfa Learning Journal, 2
(2). 84-96. https://doi.org/10.61650/alj.v2i1.125
2986-2906
CV. Bimbingan Belajar Assyfa

qualitative and quantitative approaches, involving 80 firstyear students majoring in Political Science. The following is
a comprehensive presentation of the research findings,
including a summary of findings, data analysis, discussion,
conclusions, recommendations, limitations, and references.
Each subsection is complemented by data visualizations in
the form of Python scripts, image explanations, and tables
to clarify the research findings.
Most students stated that group study helped them
understand the material better, increased motivation, and
developed communication and critical thinking skills.
However, the implementation of group study still faces
challenges, particularly related to the teacher-centered
learning culture and limited facilities.
3.1 Data presentation
the researcher observed five classes in political science
department which were conducted by a teacher at the
tertiary level. By the observation the researcher realized
that the group work was practiced well. All students were
participated in the discussion and expressed their opinion
about the assigned topic and teacher played the
moderator's role. the researcher also noticed that there
were some problems that occurred because of the new
practice of the group work in political science class. The
observations about the class were notable that they were
interested in practicing the group work in their classes.
There are some negative points about observation besides
the positive part that some students who are not regular in
the class they try to disturb the class when all students are
trying to engage their group work. But most of the students
are interested to participate in their group work which
comes from the researcher's observation.

from his colleagues. They answer to the researcher that for
the modern academic world group work is the most
important part of the student's academic development. One
of his colleagues comments that this is the way by which a
student can develop his or her latent talent by mental
preparation. According to the observation by the colleague
the researcher understands that if they practice group work
in their class the academic development will come into light
and the overall skills of the students will grow positively.
Another point comes from the observation is that the
students try to express their views to understand the point
but they are not familiar with the discussion so that they
have to practice more to overcome the problem. By the
interview the researcher collected some data from one of
the teachers they are as follows they realized the
importance of the group work and agreed with the
researcher to practice their class in the system of group
presentation.
In the observation and focus group discussion the researcher
collected some information which can help him to convince
the authority to implement or permit the whole institution
to practice the group work. If the group work is properly
practiced the overall academic result of the students of
tertiary level will grow up.
3.2 Data Analysis
Data collection and processing were conducted using
questionnaires, interviews, focus group discussions (FGDs)
(Wickwire, 2020), and classroom observations. The sample
size was 80 first-year Political Science students. Quantitative
data analysis was conducted descriptively (percentages and
frequencies), while qualitative data was analyzed
thematically.

By the interview the researcher collected some information

Figure 3. Distribution of Student Perceptions of Group Study

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4.2 Exploring the Importance of Group Study in Student
Academic Development

DISCUSSION
4.1 Interpretation of Results
The results of this study indicate that group study is seen as
an effective strategy for improving students' academic
performance and skill development. This finding aligns with
international literature that confirms the benefits of
collaborative learning in improving understanding,
motivation, and social skills. Based on data collected from
students and lecturers in my department, all lecturers and
students spontaneously agreed to implement group work
in their classes. They believe that group work is the best
system for developing academic results, and academic
achievement can only grow through positive group work
practices in political science classes.
Students in my political science class were very enthusiastic
about participating in the interviews because this was their
first interview, which allowed them to express their views
spontaneously and clearly. I observed their emotions and
expressions during the interviews; they had requested that
group work be implemented in class since the beginning of
the course. When I set a time for the interviews, they
showed a positive attitude towards attending the session.
During the interviews, I collected data through a
questionnaire, so when they wrote down their answers
about group work, their expressions and interest surprised
me, as they always make an effort to participate in this
type of interview (Lyon, 2020; Pudil, 2020; Wu, 2023).
My students were mostly compliant, except for a few
students who were consistently late or absent from class,
making them uninterested in group work. Most students
were interested in group work, which was the main
outcome of my assignment. After experiencing some
negative experiences, I realized through data collected
from focus group discussions and interviews with students
and colleagues that there are many positive ways to
practice group work in my political science class.
Presentations after group work and awards for the best
group and speaker can be the most effective way to
continue the positive flow of group work. Students in my
political science class paid close attention to some of the
group work. This statement stems from my observations of
a class attended by five colleagues.
I have collected data to support my assignment. One of my
colleagues explained that group work in political science
class will have a positive impact on individual student
learning outcomes and will also improve the learning
outcomes of the institution. Political science is an
important subject in the Bangladeshi context, so through
group work, we can gather data and information from each
other for the benefit of the nation, one student expressed
her views in this way. Therefore, through this discussion, it
can be concluded that group work is one of the best ways
to improve academic achievement. And overall, the results
are positive.
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This study highlights the importance of group study as a
modern learning strategy that can enhance the academic
development of students in Bangladeshi higher education
institutions. Group study is seen as an approach capable of
shifting the learning paradigm from teacher-centered to
student-centered, where students are more actively involved
in the learning process. This finding aligns with international
literature, which confirms that active student involvement in
learning, such as through group study, can deepen
understanding and improve the ability to apply knowledge in
exam and work contexts. Recent studies also show that
collaborative learning, whether in online, hybrid, or face-toface formats, consistently improves student learning
outcomes and collaboration skills.
4.3 Elaboration of Student Perceptions of Group Study
The results show that the majority of students have positive
perceptions of group study, considering it an effective means
to achieve better academic performance. Students feel that
group study provides an opportunity to understand the
material more deeply, engage in discussions, and help each
other overcome learning difficulties. Data collected from
students in Bangladesh supports this finding, where they
reported increased motivation and learning outcomes after
participating in group study. This is reinforced by a study by
Almazovaite et al. (2020), which found that group projects in
a liberal arts class in the United States not only improved
academic achievement but also developed students' social
and leadership skills.
4.4 Critique of Challenges to Group Study Implementation
Although the benefits of group study are widely recognized,
its implementation in developing countries like Bangladesh
faces various challenges. One major obstacle is the
dominance of traditional, lecturer-centered learning
approaches, resulting in the integration of group study
methods often not aligned with student learning preferences
(Min, 2020; Najmi et al., 2021; Rosa, 2021). Furthermore,
group dynamics such as uneven participation, dominance of
certain members, and lack of coordination can hinder the
effectiveness of group study. Other identified challenges
include limited infrastructure, lack of lecturer training, and
minimal institutional support. These findings are consistent
with global research highlighting that cultural resistance,
limited resources, and lack of facilitator training are key
barriers to implementing collaborative learning in
developing countries.
4.5 Analysis of the Benefits of Cooperative Learning in Group
Study
Cooperative learning, as the core of group study, has been
shown to encourage collaboration, problem-solving, and the
development of students' critical thinking skills (Chukusol,
2022; Qazi, 2022; Rosa, 2021). This study found that

Abao, J. et al (2024). Technology Integration in Indonesian Language Learning: Improving. Assyfa Learning Journal, 2
(2). 84-96. https://doi.org/10.61650/alj.v2i1.125
2986-2906
CV. Bimbingan Belajar Assyfa

students involved in group study not only gained a better
understanding of the material but also developed soft skills
that are highly sought after in the workplace, such as
communication, leadership, and teamwork. Micari & Pazos'
(2023) study in STEM fields also showed that collaborative
learning environments improve social-cognitive outcomes
and student satisfaction, beyond simply achieving academic
grades. Thus, group study contributes to the development
of students' holistic competencies.
4.6 Reflection on Group Formation Strategies
Group formation strategies are a crucial factor in the
effectiveness of group study. This study reflects that
heterogeneous groups, consisting of students with
different backgrounds and abilities, tend to produce better
academic outcomes than homogeneous groups. This is
supported by research by Wolfe (2022), as well as recent
studies that emphasize the importance of diversity in
groups to foster richer discussions and more innovative
solutions. However, effective group formation requires
careful planning and good facilitation so that each member
can contribute optimally.
4.7 Analysis of the Impact of Group Study on Academic
Development
The impact of group study on student academic
development is significant. This research shows that
involvement in group study improves students' learning
outcomes, motivation, and interpersonal skills. These
findings align with a 2020–2025 meta-analysis of research
that showed that collaborative learning consistently
improves students' academic achievement, engagement,
and employability across a variety of higher education
contexts. Furthermore, group study also helps students
develop self-confidence and teamwork skills, which are
crucial in the professional world.

collective efforts of all stakeholders, including students,
lecturers, and campus administration. Despite high demand
and positive attitudes toward group study, its
implementation still faces various challenges, such as limited
infrastructure, a lack of awareness and positive attitudes
toward collaborative learning, and the dominance of a
traditional learning culture oriented toward memorization
and individual assessment. Therefore, strong institutional
support, infrastructure development, and a paradigm shift in
the teaching and learning process are needed to optimize
the benefits of group study.

RECOMMENDATION
Based on the research findings and identified challenges,
here are some recommendations that can be implemented
to improve the effectiveness of group study in Bangladeshi
higher education institutions:
a. Institutional Recognition and Support
University authorities need to officially recognize and
support group study practices as an integral part of
strategies to improve student academic achievement. This
support can be realized through policies, the provision of
facilities, and the integration of group study into the
curriculum.
b. Infrastructure Development
Development of adequate infrastructure is needed, such as
group study spaces, access to learning resources, and
technological facilities that support collaboration. This will
facilitate the implementation of effective and inclusive group
study.
c. Effective Time Management
Students need to be provided with training or guidance on
time management to organize group study schedules
efficiently. Good scheduling will increase group participation
and productivity.

REFERENCE

CONCLUSION
Based on the research findings, it can be concluded that
group study practices in Bangladeshi higher education
institutions are viewed as highly important and have a
significant positive impact on students' academic
development. The results indicate that both students and
lecturers widely acknowledge the benefits of group study in
improving
academic
achievement,
deepening
understanding of the material, and fostering more active
and collaborative learning habits. Group study is also
viewed as a learning strategy capable of encouraging a shift
from a teacher-centered learning system to a studentcentered one, which is more relevant to the demands of
21st-century education and the needs of the modern
workplace.
Furthermore, this study confirms that the successful
implementation of group study depends heavily on the

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