Experiencing Group Development and Its Impacts Among Tertiary Students: A Qualitative Inquiry

Abstract

Tertiary students are often exposed to group academic activities to learn critically important skills that contribute to student success. While navigating groups and working towards group goals, these students also learn valuable lessons and insights that lead to the development of 21st century skills like communication, collaboration, social skills, and social responsibility which are crucial to be learned as part of their preparation for work. This study aimed to explore students’ experiences and learnings in group development and achieving group success. Using Content Analysis, with (n=30) college students, the researchers analyzed reflection essays of students to understand their experiences during a Group Dynamics class while accomplishing a group project based on Tuckman’s model. Findings show that students have attained both individual and group learning as they navigate group activities. In addition, some of the student’s experiences and learning are similar to the theory of Tuckman while other findings appear to be novel for their context. Implications of this study can help students at the tertiary level navigate groups better and attain group success. Professors can also take into consideration activities that help students develop critical skills to prepare them both as an individual and as a group member.



Author Information
Melfi Caranto, Jose Rizal University, Philippines
Amor Mia Arandia, Jose Rizal University, Philippines

Paper Information
Conference: BCE2024
Stream: Learning Experiences

This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Caranto M., & Arandia A. (2025) Experiencing Group Development and Its Impacts Among Tertiary Students: A Qualitative Inquiry ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 261-271) https://doi.org/10.22492/issn.2435-9467.2024.26
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.26


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Posted by James Alexander Gordon