Improving individual Performance in a Group Work of Grade 11 Students in Practical Research 1 through Task Chart Paired with Feedback Assessment

Abstract

INTRODUCTION

Collaborative learning is one of the most effective student-centered learning approaches. Group activities are more engaging and livelier. However, one of the loopholes in the conduct of group activities is how to ensure maximum individual participation and collaboration. Free loafers received the same grades for a group output despite unequal effort exerted. In this study, the researcher innovated an assessment strategy to improve individual participation in a group activity.

METHODS

Using a qualitative research approach specifically action research, the researcher diagnosed the problems encountered during group activities. These problems served as the basis in developing an intervention for the free loafers using the theories of Behaviorism, Zone of Proximal Development and Bruner's Theory of Instruction. Process Assessment Task Chart paired with Feedback Assessment was conducted before and after the making of a group activity. It was used to let the learners plan and equally divide the tasks while the Feedback Assessment was used to monitor if the participants were responsively for doing the assigned task. Reflection and effectiveness of this innovation were determined through focus group discussion, observation, and data triangulation.

RESULTS

The majority of the participants encountered free loafers or dependent members, lack of cooperation, conflict, and quarrels as the major problems in doing group activities. Instances happened wherein only the leader made the whole group project. As a result of only the leaders or members who work responsibly acquired learning while the free loafers did not have learning at all. The participants find the Process Assessment Task Chart helpful because they were guided off the tasks needed to do so every member can focus on their assigned task. Using Feedback Assessment, the participants believed that all their hard work was paid off because they were involved in rating their co-members. They were encouraged to do their assigned task knowing that their groupmates will rate their performances.

DISCUSSIONS

The results imply that lack of cooperation and dependent members cannot be ignored in the conduct of group activities because usually, teachers tend to only check the final output without monitoring the process on how the group has come up with their output. Positive operant conditioning plays a vital role in conditioning the behavior of every individual in doing group activities because this is a life skill that every learner should learn.