THE EFFECTS OF GOOD TEAMWORK ON GROUP-RELATED TASKS AMONG GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT IMMACULADA CONCEPCION COLLEGE
Keywords:
good teamwork, group-related tasks, listening, role-playing, drama performance, teamwork, collaboration, active listening, student engagement, forming stage, storming stage, norming stage, performing stage, adjourniAbstract
Group-related tasks are collaborative projects in class that involve multiple participants. This type of academic task requires effective teamwork to achieve a common goal. This study aimed to examine the effects of good teamwork on group-related tasks among Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. A total of 251 responses were collected from all Grade 12 HUMSS sections. The study employed a quantitative research method, utilizing simple random sampling for participant selection and a descriptive-correlation research design to analyze the relationship between teamwork and task performance. The findings strongly indicate that good teamwork positively influences group-related tasks among students. The high weighted mean scores suggest that students actively listen to their peers and participate in interactive activities like role-playing. The correlation values (r-values) across different stages of teamwork—forming, storming, norming, performing, and adjourning—along with a p-value < .00001, confirm a significant relationship between teamwork and task performance. The researchers encourage students to be active listeners during group activities, emphasizing that these tasks provide valuable opportunities for collaboration with peers. They recommend implementing similar studies in various grade levels, larger groups, and different institutions to determine if the findings are relevant across different contexts.
