Purpose
The environments provided by classrooms to facilitate learning among students can be seen as useful vehicles for making meaning out of gossip, lies, exaggeration and partial truths (i.e. counter-knowledge). This paper aims to focus on professional learning communities as a process to counteract the problem of counter-knowledge.
Design/methodology/approach
This paper has analysed the relationships between professional-learning communities and counter-knowledge using an empirical study of 210 undergraduate students to identify whether there is a significant impact on student achievement by professional learning communities. This study uses PLS-Graph software version 3.0 to conduct an analysis of the data collected.
Findings
Outcome findings support that professional learning communities provide a way of counteracting counter-knowledge and the noise heard through gossip, lies, exaggeration and partial truths.
Originality/value
Results also confirm that counter-knowledge is a variable that, when controlled, has the effect of strengthening the relationship between learning and student achievement.
Student Financial Aid and Its Role in Stimulating Enrollment: An Empirical Study of Tanzanian Undergraduate Students’ Experience
