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d of the skills, attitudes, and behaviors of a learner that contributeto academic success. As such, academic competence includes many of the criticalskills — reading, writing, critical thinking, problem-solving, attending, questioning,and studying — needed for academic success. DiPerna & Elliott (2000) havedemonstrated that the skills, attitudes, and behaviors contributing to academicsuccess，academic competence, fall into one of two domains: academic skills oracademic enablers. Academic skills are the basic and complex cognitive skills (e.g.,mathematics, reading, critical thinking) that are the primary educational outcome (andfocus of instruction) of elementary and secondary schooling. Academic enablers areattitudes and behaviours that allow a student to participate in, and ultimately benefitfrom academic instruction in the classroom (DiPerna & Elliott, 1999:217, 2002: 146).Four academic enablers have been found to contribute to academic skills developmentand achievement: (a) motivation (intrinsic; self-efficacy). (b) social skills, (c)engagement and (d) study skills. There is an expanding evidence base that suggeststhat these enablers may exert a causal influence in promoting higher levels ofacademic achievement (DiPerna, 2006: 241).
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2.2 Small Group Discussion
The first important research study of small group discussion was conducted bysocial psychologist Robert Bales in the early and mid 1950s. Bales made a series ofimportant discoveries.First, small group discussion tends to shift back and forth relatively quicklybetween the discussion of the group task and discussion relevant to the relationshipamong the members. He believed that this shifting was the product of an implicitattempt to balance the demands of task completion and group cohesion, under thepresumption that conflict generated during task discussion causes stress amongmembers, which must be released through positive relational talk. Second, task group discussion shifts from an emphasis on opinion exchange,through an attentiveness to values underlying the decision, to making the decision.This implication that group discussion goes through the same series of stages in thesame order for any decision-making group is known as the linear phase model.Third, the most talkative member of a group tends to make between 40 and 50percent of the comments and the second most talkative member between 25 and 30, nomatter the size of the group.
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Chapter 3 Methodology ........ 14
3.1 Research Questions ...... 14
3.2 Research Approach ...... 14
3.3 Instruments ...... 15
3.3.1. Interviews ........ 15
3.3.2 Observation ....... 16
3.3.3 Questionnaires ........ 16
3.4 Participants ...... 17
3.5 Data Collection ...... 19
3.6 Data Analysis ........ 19
Chapter 4 Data Analysis and Results .... 14
4.1 Results from Questionnaires .... 24
4.1.1 Overview of the SGD .... 25
4.1.2 Effect on Academic Competence ..... 26
4.2 Results from Interviews and Observation ......... 32
4.2.1 Characteristics of the CoP in the SGD ......... 32
4.2.2 Improvement for Academic Competence ..... 36
Chapter 5 Discussion ...... 50
5.1 Effect of SGD on Academic Competence ......... 50
5.2 Process of Academic Competence Development .... 50

Chapter 5 Discussion

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