Quality Of Group Work Research Articles

The Effect of Different Leadership Styles on The Quality of Group Work

Under the leadership of today's social problems and pressure, the creativity of employees has become the most essential capital. To maximize member creativity, collaboration becomes the catalyst toward this goal. Today, group work has permeated different aspects of society. In order to come up with the best teamwork leadership style, a study of different leadership styles is inevitable. This work paper main focus on fgroup work efficiency was influenced by divers leadership style.. The plan to use a experience of Godzilla model building for proving the results of three leadership style. The result will directly determinate the most effective leadership and announce it to the whole society.

Genetic Algorithms for Optimizing Grouping of Students Classmates in Engineering Education

In this research article, we propose a method based on genetic algorithms to optimize the grouping of students in engineering education. Our method aims to create student groups that take into account their skills, preferences, and relevant factors. We build upon previous research that has successfully utilized genetic algorithms for group formation in various contexts, such as assigning students to laboratory groups and facilitating cooperative learning. We implement and evaluate our proposed methods in collaborative learning environment, examining their impact on collaborative performance, processes, and perceptions. The results of our research demonstrate that grouping methods supported by genetic algorithms positively influence performance and collaborative processes, while students perceive these methods as fair and effective. This article makes a valuable contribution to the field of engineering education by providing methods that up to minus student grouping, considering their initial characteristic and performance and preferences. By employing these methods, the quality of group work can be enhanced leading to improve student learning experiences. Future research can explore the application of the of this method in order educational settings and investigate the factors that influence their effectiveness.

A Study on Guided Peer Feedback in Group Work in an English as Foreign Language Writing Class in China

Peer feedback is a key to the quality of group work in foreign language writing classrooms. In order to better understand the use of peer feedback in writing foreign language (English) essays, a fifteen-week study was conducted by guided peer feedback in group work. 60 non-English-majored undergraduates in TG were randomly divided into 15 groups and one group member from every group was chosen as the leader of the group. This study chose three different tools – a checklist, a qualitative feedback sheet and a grading sheet, to guide peer feedback. Two English writing applied tests and an interview were utilized in this study to investigate the students’ views and attitude toward the writing teaching method of guided peer feedback. We found: (1) the method of guided peer feedback in group work could improve non-English-majored undergraduate students’ writing ability; (2) there were significant differences between males in CG and TG, and females in CG and TG; 3) non-English-majored undergraduate students in TG held the positive response for the combined writing instruction.

Situational Differences in Working Together: Examples From Veterinary Anatomy, Physiology And Radiographic Interpretation Sessions

In the framework of quality of learning the social interactions between veterinary students were investigated. Observational data were collected during anatomy, physiology and radiology face-to-face small group sessions using Bales’ interaction process analysis framework, and in a radiology context the students’ observations were compared with the results of a checklist (yes or no) completed by the teacher of these students. During radiology group sessions solidarity, tension release and agreement with constructive disagreement element were showed. Observations also revealed variable level of task-oriented (asking and providing information) action depending on day and task under consideration. The students were interested in each other, even though this was not supported by teacher’s checklist perhaps due to the teacher’s role as a learning resource. In contrast, during anatomy and physiology group sessions variable level of emotion-oriented (positive or negative) action was found. Students were task-oriented with variable interest in each other. The quality of group work in all cases may be dependent on the number of students and their fragmentation into sub-groups, or momentary changes in group dynamics, which might influence the teacher’s role as an active tutor during entire learning session.

Improving the effectiveness of collaborative group work in primary schools: effects on science attainment

This longitudinal research tests the effectiveness of the SPRinG programme, which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8–10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers' usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning.

A Model for Inservice Training with Professional Staff in Work with Groups

The lack of practitioners who are trained in the group work method has a negative impact on the: development of new group services, quality of group work and the education of students. Inservice training for professional staff can help to reduce these problems. The paper describes a model for inservice training which the author has developed and implemented to train agency practitioners. The model consists of four stages. Marketing strategies to recruit agencies make up the first stage. The second stage is devoted to planning activities. The third stage covers the training, and the fourth deals with follow-up steps after the formal training is completed.