Volume 6, Issue 2, June 2020, Page: 6-12
Action Research On: Improving Participationof Group Members in Group Work, in Case of Mathematics Department, Bule Hora University
Kumera Takele Yadeta, Department of Mathematics, Bule Hora University, College of Natural and Computational Science, Bule Hora, Ethiopia
Received: Jun. 13, 2020;       Accepted: Jun. 23, 2020;       Published: Aug. 10, 2020
DOI: 10.11648/j.ml.20200602.11      View  65      Downloads  24
Abstract
Group work is defined by as a cooperative process that allows people to achieve extraordinary results also explain that a group has a common goal or purpose where group members can develop effective, mutual relationships to achieve team goals. The problem identified is less participation of members of the groups is the common problem observed in section Mathematics students at Bule Hora University. Thus, the researchers were motivated to conduct this study to recognize root causes of real problem and to give immediate curative solutions. The objective of this study is to identify problems that lead to poor participation of group members in group work. And to identify poorly participating individuals from the group. The role of effective uses of group activities as a teaching method can promote the students learning experience and help teachers’ to introduce and implement new teaching techniques. We believe that the level of students’ participation in group will be strengthened if they are evaluated on the basis of individual contribution to all courses than in a single course alone as well as by circulating the group leader and random assigning of the presenters.
Keywords
Co-operative Learning, Collaborative Learning, Group, Group Work
To cite this article
Kumera Takele Yadeta, Action Research On: Improving Participationof Group Members in Group Work, in Case of Mathematics Department, Bule Hora University, Mathematics Letters. Vol. 6, No. 2, 2020, pp. 6-12. doi: 10.11648/j.ml.20200602.11
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Airasian, P. W. (2001). Classroom assessment: Concepts and applications, 4th ed. Boston: McGraw-Hill.
[2]
Atkins, M. (1999). `Oven-ready and Self-Basting: Taking Stock of Employability Skills’, Teaching in Higher Education, 4, 2, 267-280.
[3]
Battistich, V. and Watson, M. (2002). Fostering social development in preschool and the early elementary grades through co-operative classroom activities. Journal of social development. 2 (5), 10-15.
[4]
Corey, S. M. (1953). Action research to improve school practices. New York: Teachers College Press, Development, 6 (2), 118-127.
[5]
Devis (1993) Tool for teaching San Francisco small group of work
[6]
Harris, P. R., & Harris, K. G. (1996). Managing effectively through teams. Team Performance Management: An International Journal, 2 (3), 23-36.
[7]
Harvey, L., Locke, W., Money, A. (2002). Enhancing Employability, Recognising Diversity, Universities UK-CSU.
[8]
Honey, P. & Mumford, A. (1986). A Manual of Learning Styles, 2nd Edition, Maidenhead.
[9]
Jaques, D. (2000). Learning in Groups, A Handbook for Improving Group Work, 3rd edition, Kogan Page, London.
[10]
Johnson, D. W., & Johnson, R. T. (1995). Social Interdependence - Cooperative Learning in Education. InB. Bunker & J. Z. Rubin (Eds.), Conflict, Cooperation, and Justice (pp. 205-251). San Francisco: Jossey-Bass Publishers.
[11]
Lencioni P. M. (2003). The Trouble with Teamwork Leader to Leader Institute Summer 2003 pp 35-40.
[12]
Martin, V. (2002). ‘Group Working’, Nursing Management, 8, 9, 28-31.
[13]
Mason, R. D., D. A. Lind, and W. G. Marchal. (1991). Statistics: An introduction, 3rd ed. San Diego: Harcourt Brace Jovanovich.
[14]
Oliver, R. (2001). Developing e-learning environments that support knowledge construction in higher education. Presented at the 2nd International We-B Conference, pp. 407–416. Perth, Western Australia.
[15]
Ross-Fisher, R. L. (2008). Action Research to Improve Teaching and Learning. Kappa delta pi record • summer 2008: 160-164.
[16]
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development.
[17]
Scarnati, J. T. (2001). On becoming a team player. Team Performance Management: An International Journal, 7 (1/2), 5-10.
[18]
Slavin, R. E. (2006). Educational psychology: Theory and practice, 8th ed. Boston: Allyn & Bacon.
[19]
Tarricone, P. & Luca, J. (2002). Successful Team work: A Case study, Edith Cown University, Perth, Australia.
[20]
Van Offenbeek, M. (2001). Processes and outcomes of team learning. EuropeanJournal of Work and Organizational Psychology, 10 (3), 303-317.
[21]
Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff.
Browse journals by subject