Developing students’ teamwork skills in a cooperative learning project
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 1 January 2014
Abstract
Purpose
This paper aims to apply the inventory – Comprehensive Assessment of Team Member Effectiveness (CATME) to examine the development of teamwork skills among freshmen from the Chinese Mainland through a cooperative learning activity (group project) in the context of Hong Kong.
Design/methodology/approach
The questionnaire survey was conducted twice, at the beginning (pre) and end (post) of the group project; qualitative interviews were undertaken after their project completion.
Findings
It was found that, except for Category 5 (having relevant knowledge, skills and abilities), the post mean scores in all items of other four categories declined, because students’ Chinese Mainland backgrounds led to their different understanding toward teamwork, as unveiled by the qualitative interviews. However their project completion enabled them to acquire the relevant competencies, causing the rise in the mean scores of Category 5.
Research limitations/implications
Limited by the small sample size and American-driven CATME, this study did not observe the significant improvements in students’ self-reported evaluation of teamwork. There should be more applications of this instrument into the Asian and Chinese contexts for having it adapted to different national and cultural situations.
Practical implications
As a gap observed in Chinese Mainland students’ understanding to teamwork, overseas education institutions can incorporate this for curriculum development.
Originality/value
As a pioneer work in applying the CATME in the Chinese Mainland situation, this study implied a significant room for such kind of inventories mainly originated from west to incorporate the diverse national and cultural characteristics.
Keywords
Citation
Lau, P., Kwong, T., Chong, K. and Wong, E. (2014), "Developing students’ teamwork skills in a cooperative learning project", International Journal for Lesson and Learning Studies, Vol. 3 No. 1, pp. 80-99. https://doi.org/10.1108/IJLLS-03-2013-0018
Publisher
:Emerald Group Publishing Limited
Copyright © 2014, Emerald Group Publishing Limited