Findings from empirical research suggest that both self-efficacy beliefs and collaborative learning may have an influence upon student academic performance. However, the phenomena of self-efficacy beliefs, collaborative learning, and academic achievement have not been studied in concert with one another. Using quantitative research methods, I sought answers to the following research questions: 1. Does working in small, collaborative, student led, peer groups in the classroom increase the topic specific self-efficacy beliefs of undergraduate level statistics students? 2. Do topic specific student self-efficacy beliefs mediate the relationship between collaborative learning and the academic achievement of undergraduate level statistics students studying statistical sampling? I administered pre and post surveys and assessments to establish answers to the two research questions above. I also employed qualitative research methodology involving iterative cycles of observation and reflection, as well as retrospective analysis, to elucidate areas of the collaborative intervention task design that required modification for improvement both during and after the study. Using these qualitative methods, I was able to answer the two final research questions: 3. How should the collaborative tasks intended to help undergraduate students learn topics related to statistical sampling be redesigned and implemented such that they foster the topic specific self-efficacy beliefs and, thereby, promote higher academic achievement of undergraduate students? 4. How should the overall research design be revised for use in future experiments of the same type implemented in similar contexts? In the present study, I was not able to establish support for the hypothesis that working in small, collaborative groups in the classroom positively affected students' topic specific self-efficacy beliefs. Nor was I able to show that self-efficacy beliefs mediated the relationship between collaborative learning and academic achievement in statistical sampling for this group of students. However, through the use of qualitative research methods, I was able to uncover potential explanations for why I was unable to establish support for these hypotheses. I was able to determine how to modify the collaborative learning tasks and the overall research design in ways that strengthened these components for use in future research studies. These changes included developing collaborative learning interventions with consideration of the architectural layout of the classroom, effectively aligning the use of various instructional methods with students' needs, and allowing ample time for students to become comfortable working in a collaborative learning environment. I believe these improvements will positively impact the self-efficacy beliefs and academic achievement of students engaged in future collaborative learning interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]