DAMBI DOLLO UNIVERSITY

COLLEGE OF NATURAL AND COMPUTATIONAL SCIENCES

DEPARTMENT OF BIOTECHNOLOGY

HIGHER DIPLOMA PROGRAM (HDP)

ACTION RESEARCH PROJECT REPORT FOR THE REQUIREMENT ON PARTIAL

FULLFILMENT OF HIGHER DEPLOMA PROGRAM (HDP) CERTIFICATE

HOW TO IMPROVE STUDENTS’ PARTICIPATION IN TEAMWORK

(CASE STUDY IN FOURTH YEAR REGULAR UNDERGRADUATE BIOTECHNOLOGY

STUDENTS)

COMPILED BY: KAJELCHA FIKADU (ASSISTANT LECTURER IN BIOTECHNOLOGY)

EMAIL: [email protected]

SKYPE/WHATSAP: +251945608917

SUBMITTED TO: HIGHER DIPLOMA PROGRAM COORDINATING OFFICE

DATE: 04/12/2013

DAMBI DOLLO, ETHIOPIA

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 ABSTRACT

Student’s participation in teamwork is one of those pillar activities which have to be engaged by
instructors and other scholars to encourage the students’ to get solid foundation of basic knowledge.
Also it is very important to evaluate how well students learn from each other. Students are able to show
their progress in learning a certain task only if they are actively involved in the teamwork. Similarly
Students’ teamwork participation is also significant for the teacher to assess the mode of his/her lesson
delivery and the effectiveness of his/her teaching methodologies, assessment techniques and the
learning activities. Learning to function as an effective team member is an important skill for science
graduates. A science curriculum that supports the development of teamwork skills ensures graduates
are equipped with workplace skills that are required in research and other professional careers. The
main goal of this study was hence, to empower generation by examining factors which can hinder
students’ team participation and develop effective strategies to improve their participation in teamwork
to enhance education quality. The study used restricted questionnaire checklists, interview, focus-group
discussion to gather both primary and secondary data and observation was employed to evaluate the
effectiveness of the strategies that were designed beforehand to identify some psychological factors like
fear, self-confidence and self-esteem. All these instruments that were used were significantly successful;
they produced results of this study.

Both quantitative and qualitative methods were deployed to analyze the data. Based on the results that
were observed during the study, tentative solutions were offered and these include the following.
Teachers are highly recommended to organize a well balanced team/group and make continuous
follow-up, analyze their teaching methodologies and techniques in terms of the amount of control they
exert and the amount of student-led activities there are in general and in teamwork organization
particularly, give students the chance to discuss and evaluate their potential, their speaking skill, and
their emotional traits like fears, confidence esteem and frustrations in teamwork, give more control and
responsibilities to the students to do their part in teamwork participation in line with high motivation

Keywords: Teamwork, participation, Teachers, Students

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Table of Contents

CHAPTER ONE......................................................................................................................................III
1.1.BACKROUND OF THE STUDY..................................................................................................III
1.2. OBJECTIVES OF THE STUDY..................................................................................................IV
1.2.1 GENERAL OBJECTIVES......................................................................................................IV
1.2.2 SPECIFIC OBJECTIVES........................................................................................................IV
1.3 SIGNIFICANCE OF THE STUDY...............................................................................................IV
CHAPTER TWO.....................................................................................................................................VI
2.1. LITERATURE REVIEW..............................................................................................................VI
CHAPTER THREE................................................................................................................................VII
3.1. METHODOLOGY OF THE STUDY.........................................................................................VII
3.1.1. POPULATION......................................................................................................................VII
3.1.2. SAMPLING TECHNIQUE...................................................................................................VII
3.2 DATA COLLECTION INSTRUMENTS....................................................................................VII
CHAPTER FIVE: FINDINGS.................................................................................................................IX
5.1 ANALYSIS AND INTERPRETATION OF DISCUSSION.........................................................IX
5.2 RESULTS.....................................................................................................................................XII
CHAPTER SIX.....................................................................................................................................XIV
6.1 INTERVENTION/ACTION RESEARCH REPORT.................................................................XIV
6.2 RECOMMENDATIONS............................................................................................................XIV
9. Use verbal and non-verbal cues to encourage participation....................................................XV
REFERENCES......................................................................................................................................XVI

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 CHAPTER ONE

1.1. BACKROUND OF THE STUDY

Group work is an educational mode that promotes learning and socialization among students (e.g.,
Baines, Blatchford & Chowne, 2007; Hammar Chiriac, 2014; Roseth, Johnson & Johnson, 2008;
Serrano & Pons, 2007; Sharan, 2010). The effects of learning in groups are considerably improved
when students receive well-structured group work experiences or when they are instructed in group
work strategies (Hattie, 2009). Mercer (2008) and Wells (2007) also demonstrate the importance of
social collaboration to promote learning.

One of the most challenging experiences that need intervention in a classroom is the issue of the
students’ participation in teamwork. Student collaborative projects have numerous advantages over
more traditional classroom-based instruction for improved student learning. Students working
cooperatively to achieve a common goal produce higher achievement and exhibit greater productivity
than they do working alone (Johnson and Johnson 1999). Collaborative work can lead to improvements
in intrinsic motivation, enhanced persistence on the part of students when faced with adversity, and
greater transferability of the knowledge and skills acquired through the collaborative learning
experience (Pfaff and Huddleston 2003).

Students involved with collaborative project teams experience improved attitudes toward teamwork
overall (Levi et al. 1998). Students’ communication skills, their problem-solving abilities, and their
capability to work as effective members of a team, which develop and improve from collaborative
learning activities, are all attributes highly valued by future employers (Dickinson 2000; Millis and
Cottell 1998; Thomas and Busby 2003).

However, there are so many problems for the withdrawal of student’s participation in team work Such
as “freeriding” in which one or more individual team members do not contribute their full potential,
instead relying on the work of others to carry them through (Brooks and Ammons 2003; Dyer 1995;
Joyce 1999). Another difficulty encountered by student learning teams is that of an individual student
“hijacking,” a situation in which a member takes complete control of an assignment and aggressively
directs the activities of the other students while actively discouraging their participation in any form of
decision making (Pfaff and Huddleston 2003).

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The objective of improving team work participation is not to have every student participate at the same
rate. In its place, it is to create a covenant environment in which all students have the opportunity to
learn from each other. Some students will raise their voices more than others; this variation is a result
of differences in learning preferences as well as differences in personalities. For example, some
students who do not speak often in class are reflective learners, who typically develop ideas and
questions in their minds before speaking; others are shy students who feel uncomfortable speaking in
front of groups. Many students who frequently volunteer to contribute are active learners, who
typically think while they speak (Meece, J. et al.2016)

The teacher’s goal here, then, is to create conditions that enable students of various learning preferences
and personalities to contribute in teamwork. To reach this goal, the teacher will need to take extra steps
to encourage quiet students to speak up and, occasionally, ask the more verbose students to hold back
from commenting in order to give others a chance during group work discussion and presentation
(Showers, B., & Joyce, B. 1996).

1.2. OBJECTIVES OF THE STUDY

1.2.1 GENERAL OBJECTIVES

The aim of this study was to improve students’ participation in team work to increase students’
communication skills in line with their academic potential.

1.2.2 SPECIFIC OBJECTIVES

1. To explain the meaning of team work participation

2. To identify factors that affect students’ team work participation
3. To devise strategies to motivate students’ team work participation
4. To acknowledge the impact of increasing students’ team work participation for the teaching-
learning experience.

1.3 SIGNIFICANCE OF THE STUDY

There are so many benefits of team work participation for students in the classroom as it can help
students to perform better for their best academic achievement. According to Scepansky (2003),

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 1. Higher levels of team work participation also tended to score slightly higher on personality
traits of openness and consciousness.
2. Team work participation can send positive signals to students about the kind of learning and
thinking such as growth in critical thinking, active learning, development of listening, and
speaking skills needed for career success, and the ability to join a disciplined conversation.
Cooper (1995) identified that.
3. When students see that their participation is being graded regularly and consistently, they adjust
their study habits accordingly to be prepared for active participation.
4. Students’ enthusiasm, involvement, and willingness to participate affect the quality of class
discussion as an opportunity for learning.

Scholars have also argued convincingly that the exchange of ideas within the classroom is essential to
student learning. Team work participation is very important for student learning, because the students
are not passive vessels in which we pour information. But to teach themselves, they need to question,
discuss, share their ideas, and insights with others. Educators must be able to present their material,
effectively manage their classrooms, facilitate maximum student contribution, and ultimately, enhance
students’ learning.

Team work participation has been suggested to facilitate students in developing critical understanding,
self-awareness, appreciation for diverse perspectives, and an ability to be proactive. During team work
participation, students are active, and are responsible for their own learning. Participation provides an
opportunity to the students to learn through their own contribution, and through the contribution of their
fellow students. Through discussion, students gain practice in thinking through problems, organizing
concepts, formulating arguments, testing their ideas in a public setting, evaluating the evidence for their
own and others’ positions, and responding thoroughly, to critical and diverse points of view. Ewens
(2000) suggests that compared to traditional lecture style teaching, encouraging team work participation
promotes a higher level of reflective thinking, and problem solving, including application, analysis,
synthesis, and evaluation, and that information learned through discussion, is generally retained better
than information learned through lecture. For example, participation has been found to significantly
influence critical thinking skills, problem solving skills, and increased student motivation. Students
who are active participants have been shown to retain more information after the end of the course, and
perceive more satisfaction with the course as opposed to students who do not participate.

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Participation also provides the teacher with feedback about his/her teaching methodologies, strategies
and techniques and the overall professional taskforces.

CHAPTER TWO

2.1. LITERATURE REVIEW

Throughout the process (duration) of the study, a number of various scholars’ research reports, books
and different writings were consulted. Among were the following; According to Fritschner (2000), one
of the major drawbacks of students’ participation in teamwork is the nature of the course level. He
noted that most of the lesson contents that teachers prepare and present are not appropriate to the
students’ level of understanding. Thus, it is recommendable to consider the students’ readiness and
preparation aspect (Fassinger, 1995; Howard & Henney, 1998; Howard, James & Taylor, 2002; Tinto,
1997) in this regard. This is actually consistent with the result of this study that shows that more of
what teachers teach is moderately difficult, but never in a sense of its simple-complex arena.

Research also shows that a quarter of students in a classroom fear making mistakes (Fassinger, 1995
and Gomez, Arai & Lowe, 1995) especially in asking/answering wrong questions/answers.
Constantinople reported that the nature of the classroom size (the total number of students in a single
classroom) also affects the students’ participation level (Constantinople, Corneilius, & Gray, 1988;
Fassinger, 1995; Howard et al., 1996, Howard et al., 2002). This is related to the result that indicates
that students seating arrangement is poorly organized. This situation actually results into poor
management of the classroom. A teacher cannot easily assess individual students since they are too
many for him/her to assess. Poor seating arrangement is also an obstacle when a lesson or a test is
administered because students may easily share their answers with their fellows during a test or they
would not be able to stand on feet and face the teacher whenever they want to participate.

Another research also indicated that most students are less participative in teamwork simply because
they fear other students, the teacher or they have low or no self-confidence to stand in front of their
colleagues (Fassinger, 1995; Howard & Henney, 1998; Howard et al., 2002; Terezini, Pascarella &
Blimling, 1999).

Seime (2010) also outlined a number of factors that may account for students’ participation inn
teamwork. Factors like students’ proficiency in the language, students’ preferred learning styles,

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students’ personally traits, social and cultural expectations, the teacher’s personality and rapport with
the class, teacher’s teaching style, students’ gender, teacher’s and students’ perceptions of their roles
and the importance of participation in group work in learning and teaching process.

CHAPTER THREE

3.1. METHODOLOGY OF THE STUDY

Fourth year regular undergraduate Biotechnology students were taken for this study. This section havs
23 students with 5 groups.

From the five groups, we have taken 3 groups based on the simple random sampling technique (Lottery
Method). From the selected groups data was captured in the form of individual reflection exercises
during regular face-to-face meetings. Student feedback and unobtrusive data sets such as students’
assignments, presentations, Quizzes, tests and lesson plans were also collected. Our practical
investigation was done to find out how to improve their teamwork participation strategies are the most
common elements to be executed in active teaching learning process. We have implemented three
active learning strategies in to actions during the study time to investigate the students’ performance in
team work and observed their changes.

3.1.1. POPULATION

There was a general list of names of twenty three (23) students in fourth year. Out of these 23, 10 were
males while the rest 13 were females.

3.1.2. SAMPLING TECHNIQUE

The action research accommodated a total number of fifteen (15) students who were randomly, selected
from the 23 students using lottery method. Out of these fifteen (15) participants, six (6) were males and
four (4) were females ranging from 21-24 years of age. These fifteen (15) students were divided into 3
groups of five (5) each. The first five (5) acted as the control group whiles the second five (5) and the
third five (5) were the target groups which were used to investigate the effectiveness of the suggested
strategies beforehand. These target groups received all-rounded supports from the teacher and the
observation was the carried out to examine the results.

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 3.2 DATA COLLECTION INSTRUMENTS

Restricted questionnaire checklists were provided to the fifteen (15) students after the running of the
group assignment presentation. Interview and focus-groups discussion were held to gather additional
reasons as to why control-group students didn’t participate in the team work. After the running of the
presentations, observation was used to identify the remaining contingent factors which couldn’t be
observe during interview, focus-group discussion and on questionnaires.

Each of these fifteen (15) students received questionnaires to assess their unnecessary reasons why they
couldn’t participate in teamwork and to assess their beliefs about the perceived significance of their
group work participation.

Latterly, a checklist #3 was provided to the regular classroom teacher to indicate if he uses the
strategies and how much he uses them to increase students’ group work participation.

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 CHAPTER FIVE: FINDINGS

5.1 ANALYSIS AND INTERPRETATION OF DISCUSSION

Table 1: Assessing the Reasons why students do not participate in a team work.
RATING SCALE: 1= Very High 2= High 3= Moderate 4= Low 5= Very Low
NB: n=15 N=%
S/ Reasons why students do not 1 2 3 4 5
N participate in team work. n N n N n N n N n N
1 I am unhappy to be on a team. 0 0% 1 6.67% 4 26.67 7 46.67 3 20%
% %
2 I fear my class mates and 6 40% 3 20% 2 13.33 3 20% 1 6.67%
instructors %
3 The team has a no clear vision of 0 0% 1 6.67% 5 33.33 2 13.33 5 33.33
what it is supposed to do. % % %
4 I don’t know my role in the team. 2 13.33 1 6.67% 6 40% 4 26.67 2 13.33
% % %
5 My parents told me not talk in front 2 13.33 1 6.67% 3 20% 1 6.67% 8 53.33
of people % %
6 Teamwork has no value for science 5 33.33 2 13.33 3 20% 2 13.33 3 20%
students for future research, or % % %
employment
8 The team has no adequate meeting 4 26.67 2 13.33 4 26.67 2 13.33 3 20%
time, space, and resources to % % % %
achieve all objectives
9 There is no follow up and 9 60% 3 20% 2 13.33 1 6.67% 0 0%
motivation by focal person %
1 The team is not well organized 7 46.67 2 13.33 4 26.67 1 6.67% 1 6.67%
0 % % %
1 Instructors do not give me an 5 33.33 3 20% 4 26.67 1 6.67% 2 13.33

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1 opportunity to work in team. % % %
1 The team leader doesn’t give a 4 26.67 4 26.67 2 13.33 2 13.33 3 20%
2 chance for members to share idea. % % % %

As seen from the above (Table #1), 60% of reasons why students are do not participate in teamwork is
due to lack of follow up and motivation by focal person (Head of departments, committees and staff
members) which is followed by absence of well-organized ( balanced) teams that weights 46.67% of the
reasons. Many students are not involved in teamwork mainly due to these reasons which have taken in
to account during group organization and implementation. Students’ personality traits like fear,
shyness, extroversion, anxiety, low self-confidence and low self-esteem is ranked second with 40%.

The students also reported that about 33.33% percent of the learning tasks given to them are teacher-
oriented which depicts that Instructors do not give them an opportunity to work in team , 26.67%, their team
leader doesn’t give a chance for members to participate i n the team during assignment work and group
discussion.

Nevertheless, students consented that social and cultural-dominating expectations, gender and
awareness of their learning roles and responsibilities, play a little drama in hindering or determining
their level of participation in teamwork.

Table #2. Assessing students’ knowledge on the benefits of participation in a team work.

NB: n=10 N=%

S/NO Benefits of Participation Always Sometimes Never

n N n N n N
1 Adds interest to the student 6 60 2 20% 2 20
% %
2 Engages students in a learning activity 7 70 3 30% 0 0%
%
3 No individual, group or gender dominates 4 40 5 50% 1 10
team activities. % %
4 Provides students’ feedback 5 50 3 30% 2 20
% %
5 Promotes preparation on the previous 5 50 4 40% 1 10

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 assignment % %
6 Controls what’s happening in the class 2 20 5 50% 3 3%
%
7 Team members can openly discuss their 5 50 4 40% 1 10
own idea. % %
8 Encourages dialogue among and between 3 30 5 50% 2 20
students % %
9 Helps students to develop important 8 80 1 10% 1 10
speaking skills % %
10 Gives students the opportunity to practice 7 70 1 10% 2 20
using the language of the discipline % %
11 Helps students share views, ideas and 5 50 5 50% 0 0%
beliefs about the content under discussion %

According to the above table (#2), students admitted that participation in teamwork is very crucial for
their academic wellbeing even for their future career.

Students also acknowledged that their speaking (communication) skills develop (80%) when they
actively get involved in teamwork. Engage students in group work participation and giving them the
opportunity to practice using the language of the discipline in a learning activity are ranked second with
70% students saying it is always true.

They also stated that their learning interest increment ranked third, 60% is important and it can only be
in more usage if they participate in teamwork. A few students failed to recognize the significance of
participation in teamwork to their academic and social livelihood.

Table 3: Assessing the strategies a regular classroom teacher uses to improve students’ teamwork
participation.

RATING SCALE: 1= Very High 2= High 3= Moderate 4= Very Low 5= Low

S/NO STRATEGIES TO INCREASE STUDENTS’ TEAM WORK 1 2 3 4 5

PARTICIPATION
1. Organizes group works √

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2. Devise activities that provoke teamwork participation √
3. Use buzzy group approach √
4. Keep the students busy √
5. Foster an ethos of participation (collective contribution of ideas) √
6. Ensure that everyone’s contributions are audible √
7. Let students teach each other √
8. Allow students to develop self-confidence √
9. Give students a voice and a choice √
10. Place the emphasis on students’ ideas √
11. Redirect questions and answers to members of the group
12. Ask students to assess their own participation in teamwork √
13. Provide enough praising responses √
14. Teach students skills needed to participate √
15. Students’ seating arrangement in the classroom √
16. Giving motivational reward for high achiever teams

This table depicts that a regular classroom teacher does not know the importance of students’ active
involvement in teamwork (group work). As a result, he never recognizes the strategies to increase
students’ teamwork participation as part of his professional responsibility to engage students in learning
activities. It also seems obvious that the teacher does not give group assignments. This teacher cares
less or no concern for the students’ overall academic development regarding teamwork.

5.2 RESULTS

R
esults have shown that most students 60% of reasons why students are do not participate in
teamwork is due to lack of follow up and motivation by focal person (Head of departments,
committees and staff members). which is followed by absence of well-organized ( balanced)
teams that weights 46.67% of the reasons. Many students are not involved in teamwork mainly due to
these reasons which have taken in to account during group organization and implementation.
Students’ personality traits like fear, shyness, extroversion, anxiety, low self-confidence and low self-
esteem is ranked second with 40%.

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The students also reported that about 33.33% percent of the learning tasks given to them are teacher-
oriented which depicts that Instructors do not give them an opportunity to work in team , 26.67%, their team
leader doesn’t give a chance for members to participate i n the team during assignment work and group
discussion. Nevertheless, students consented that social and cultural-dominating expectations, gender
and awareness of their learning roles and responsibilities, play a little drama in hindering or
determining their level of participation in teamwork.

Also students admitted that participation in teamwork is very crucial for their academic wellbeing even
for their future career.

Students also acknowledged that their speaking (communication) skills develop (80%) when they
actively get involved in teamwork. Engage students in group work participation and giving them the
opportunity to practice using the language of the discipline in a learning activity are ranked second with
70% students saying it is always true.

They also stated that their learning interest increment ranked third, 60% is important and it can only be
in more usage if they participate in teamwork. A few students failed to recognize the significance of
participation in teamwork to their academic and social livelihood.

The regular classroom teacher does not know the importance of students’ active involvement in
teamwork (group work). As a result, he never recognizes the strategies to increase students’ teamwork
participation as part of his professional responsibility to engage students in learning activities. It also
seems obvious that the teacher does not give group assignments. This teacher cares less or no concern
for the students’ overall academic development regarding teamwork

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 CHAPTER SIX

6.1 INTERVENTION/ACTION RESEARCH REPORT

The action researchers take a closer look at how several key design characteristics common to improve
students’ participation in teamwork to involve them in learning and training effectively by acting the
factors affecting active learning and observing students’ improvement as a result of that action.

The primary purpose of this study was to investigate the factors those hinder students’ involvement in
group work and to improve their participation in teamwork during learning. So, this study finds that
more attention should be towards effective teamwork organization in line with balanced group
formation. These are very relevant to educational institutions to empower the upcoming generation to
lead them to top of their success ladder. Our practical investigation has found out that the following
strategies are the most common elements to be implemented in teaching learning process to improve
students’ participation in teamwork:

6.2 RECOMMENDATIONS

A
nything to do with human beings requires a great deal of critical thinking and creativities.
Instructors are at the first front in empowering generation to ring sustainable development.
Our profession braces the exposure to live and train human beings, especially young
learners. Whatever you tend to do for human beings, you must have tested and confirmed your physical
and mental capabilities or otherwise, you would fail to achieve what you intended. This is equally true
when designing instructional objectives. Strategies to implement the objectives must set beforehand. As
for the case of increasing students’ team participation, Stevick (1980) suggests that teachers should
practice these strategies:

1. Study the students’ motivation, attitudes, and the social pressures on them.
2. Give more control and responsibility to the learners.
3. Think positively and communicate this to your students.

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4. Be less evaluative of learners’ efforts, and allow them more time to be evaluative of their own.
5. Give students the chance to discuss and evaluate the course, the language and their confounding
factors like fears, frustrations, self-confidence and esteem in teamwork.
6. Give students learning tasks that are easy-but-challenging to do.
7. Organize the students’ seating arrangement to facilitate easy assessment of students’ progress in
learning.
8. Try to balance students’ level and amount in teamwork participation.
9. Use verbal and non-verbal cues to encourage participation.
10. Do not rely on the same volunteers to answer every question. Respond to frequent volunteers in
a way that indicates that you appreciate their responses, but want to hear from others as well.
Move to a part of the room where quiet students are sitting; smile at and make eye contact with
these students to encourage them to speak up. By the same token, when frequent volunteers
speak, look around the room rather than only at them to encourage others to respond.
11. Reduce students’ anxieties by creating conducive atmosphere in which they feel comfortable
“thinking out-loud,” taking intellectual risks, asking questions, and admitting when they do not
know something; one of the best ways to do this is to model these behaviors yourself.

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