CC BY
0УДК 37
Mudarova D.M.
lecturer
Turkmen State Institute of Finance (Ashgabat, Turkmenistan)
TEACHING WITH TANDEM METHODS IN ACADEMIC COURSES: AN INNOVATIVE APPROACH TO COLLABORATIVE LEARNING
Аннотация: the tandem method, a teaching approach that emphasizes pair-based collaborative learning, has gained increasing attention in recent educational research. Rooted in the principles of mutual learning, tandem teaching provides a framework where students of similar or complementary skill levels work together, facilitating the acquisition of new knowledge and skills through reciprocal interaction. This paper explores the tandem teaching methodology, examines its application in various course structures, and evaluates its effectiveness in fostering student engagement, language acquisition, and critical thinking skills.
Ключевые слова: thinking skills, traditional teaching, partnership.
Introduction. Traditional teaching methods, while effective in many ways, often place the teacher at the center of the learning process. This can sometimes limit opportunities for students to engage deeply with content, apply concepts practically, or develop communication skills. The tandem method represents an alternative, student-centered approach that repositions learners as active participants in their own education, focusing on the mutual exchange of knowledge.
The tandem method, originating from language learning pedagogy, involves pairing students to encourage knowledge sharing. This partnership can either consist of students with complementary skills, such as one student proficient in one subject area working with another proficient in a different area, or students at similar levels working together to enhance each other's understanding.
The tandem approach also aligns with cooperative learning theories, which posit that small-group interactions foster higher academic achievement and interpersonal skills. When students work in pairs, they are likely to take more responsibility for each other's success, an effect that has been shown to increase motivation and engagement.
Methodology. This study examines the effectiveness of tandem teaching through a series of pilot programs in undergraduate courses across various subjects, including language, science, and humanities. The research employed a mixed-methods approach to collect quantitative data on academic performance and qualitative data on student engagement and satisfaction.
Participants: The study involved 200 undergraduate students enrolled in courses at a university.
Procedure: Students were paired based on pre-assessed competencies. Over a semester, these pairs collaborated on assignments, participated in guided discussions, and engaged in problem-solving exercises tailored to their paired roles.
Data Collection: Surveys, focus groups, and academic performance metrics were used to gauge the effectiveness of the tandem method.
Data Analysis: Statistical analysis assessed the correlation between tandem participation and academic outcomes, while thematic analysis of qualitative data explored student perceptions and feedback on the tandem experience.
Results. Quantitative Findings.
The data indicated that students participating in tandem-based activities scored, on average, 15% higher on assessments related to teamwork and collaboration. Moreover, tandem learning appeared to foster better retention rates, as students reported feeling more motivated to complete the course when paired with a peer.
Qualitative Findings.
Focus groups revealed that students appreciated the interpersonal aspects of tandem learning, often citing it as a more engaging and less isolating approach to education. Many students felt that the reciprocal nature of the tandem method
allowed them to «teach and learn simultaneously», reinforcing their understanding of course material.
However, some challenges were noted, including instances where skill disparities between partners led to imbalances in contribution. These issues, though not widespread, underscore the need for careful pairing and occasional instructor intervention.
Discussion. The tandem method demonstrated multiple benefits, notably enhanced motivation, increased academic performance, and improved interpersonal skills. These findings suggest that tandem learning can be particularly beneficial in courses that require high levels of interaction and critical thinking.
Conclusion. The tandem teaching method represents a promising approach to fostering collaboration, engagement, and academic achievement in higher education. By enabling students to learn from and with each other, tandem teaching promotes a supportive learning environment conducive to deep understanding and personal growth. Future research should explore variations in tandem pairings, including cross - disciplinary tandems, to assess the adaptability of this method across diverse educational contexts.
СПИСОК ЛИТЕРАТУРЫ:
1. Vygotsky, L.S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978;
2. Piaget, J. Science of Education and the Psychology of the Child. New York: Viking, 1970
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