Teamwork Skills As Marker Of Communicative Module Successful Integration Into Extra-Curricular Activities

Abstract

The study aims to present a theoretical argument for the marker ‘teamwork skills’ as one of the criteria of communicative universal learning activities (CULA) developed by junior high school students and prove empirically the necessity to develop and integrate a communicative module into extracurricular activities that promote the development of the studied skill. The following methods are used: theoretical (analysis, generalization, comparison); empirical (pedagogical observation, testing); mathematical-statistical (quantitative and qualitative analysis, mode and median analysis). The correlation analysis revealed statistically significant differences between the group cohesiveness index before and after the experiment (r= 0, 778) (the correlation is significant at the 0.01 level (2-sides), which proves the positive impact of integrating the communicative module in the extracurricular activity program on the development of teamwork skills for younger students. The conducted research confirmed the necessity of developing a communicative module based on systemic-activity and axiological approaches and integrating it into all extracurricular programmes for primary classes by introducing students to different types of questions, rules of communication and cooperation, ways of working with information during joint projects with classmates and parents in interaction with a teacher. The communicative module is variable and short-term (from 2 to 8 hours). We recommend integrating it at the beginning of the extracurricular programme, while some of its content can be dispersed depending on the focus of the programme, the activities and interpersonal situations that may be among students.