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	Non-Refereed Presentation (Snapshot) Monday 11:15 - 12:10 What effects does peer group study have on students' learning in Commerce Mathematics? Chun Yun Lau Curtin University of Technology , Sarawak Campus crystal.lau@curtin.edu.my The verdict in research studies overwhelmingly favors collaborative learning (CL) as the most effective form of learning (Johnson & Jonhnson 1984). Yet, despite all the studies and anecdotal experiences reported by teachers and researchers, the paradigm remains largely unused in university contexts. “CL is a philosophy: working together, building together, learning together, changing together, improving together” (Wiersema 2000). It is a philosophy that fits in today's globalized world and provides an opportunity for students to become better citizens of the world. CL provides the mechanism for students to interact positively with people who think differently, not only locally, but also worldwide. In order to identify the effectiveness of CL, a peer group study approach was implemented in the 2nd semester pre-university mathematics program 2005. This paper describes a case study that explores and identifies the advantages of the peer group study approach on learning mathematics. In particular the case study aims to investigate the effectiveness of CL to enhance and enrich students’ learning experience, and promote a positive attitude towards the subject matter. Through analysis of participant observation, pre-and post-study questionnaires, learning journals and unstructured interviews, it was found that peer group study approach was invaluable in facilitating the understanding of mathematical concepts and acquiring problem-solving skills. The collaborative social context where interaction with peers was centralized played a key role in developing social interaction and communication skills of students. Social context highlights that learning and personal development cannot be disassociated from each other.