|
ST. AUGUSTINE UNIVERSITY OF TANZANIA
RESEARCH TITLE
An Investigation of Challenges Facing Effective Working of Group Discussion in Higher Learning Institutions in Tanzania: A Case of St. Augustine University of Tanzania - Mwanza (main campus).
A research report submitted to the faculty of education in partial fulfillment of the requirement for the award of Bachelor Degree in Arts with education at St. Augustine University of Tanzania.
By: MAYENGO ALPHA H.
BAED 43404
MAY, 2016
DECLARATION
I MAYENGO Alpha, declaring this being MY OWN work; that, it has not as been presented by any for a degree award as I will do.
MAYENGO Alpha H.
Sign……………………………………
APPROVAL
This work has been submitted with the approval of my supervisor
Mr. MAKUTWA OMUTITI
Sign…………………………………….
DEDICATION
All thanks to God, and may bless us, our nation, and the world particularly. I would like to dedicate this work to my supervisor, my beloved father and mother, my family, my lovely daughter, Agatha and all my friends including all participants of this research for their contributions.
AKNOWLEDGEMENTS
I submit my first thanks to our Almighty God for the gift of life that HE gives us. Thanks our heavenly Lord! As you have allowed me, to do this earning a degree award.
Thanks my supervisor who made me to have this best work, as he has showed me the way to this best analysis on challenges facing effective working of group discussion in higher learning institutions using SAUT as example of higher learning institutions Tanzania.
My beloved father and mother would like to thank for what you have done for me since I was young till now I do appreciate on your effort you have made to me.
My gratitude and appreciation go to my family who always they were by my side, since without their assistance this work would not have been accomplished.
Also I wish to thank all SAUT groups especially those who welcomed me to conduct interview with them and my group (enlightenment group) who I value their contributions in the accomplishment of this work.
Special thanks goes to Mr. Kasambala who kindly contributed on this study,and all who might have assisted me; but do not appear in this work, especially Secilia and Sasha. I appreciated their assistance they offered to this work and may God bless them all.
ABSTRACT
This study deal with An Investigation on Challenges Facing Effective Working of Group Discussion in Higher Learning Institutions in Tanzania: A Case of St. Augustine University of Tanzania-Mwanza (main campus) in Nyamagana district; it has been presented in five chapters under the guidance of the following specific objectives:
(a)To identify and examine various challenges on effective working of group discussion in Tanzanian higher learning institutions.
(b)To identify the causes and impacts of challenges hindering work effectiveness to some group discussions in higher learning institutions.
(c)To understand and analyze group participants’ perceptions about the basis of group discussion, guides and ways used to device effective group discussion.
This study was drawn from Max Weber’s theory of symbolic interaction that tends to explain how individuals relate with each other and what used in facilitating a relationship between individuals and group of people in the society. Since the researcher attempted to show how the behavior expressed by members of group that one belongs and by members of one’s personal networks have influence on effective interaction between people. Therefore, the researcher showed how people rely on the opinions of others; especially, when a situation is highly uncertain or ambiguous and no objective evidence is readily available. Also the researcher used cognitive learning theory which implies that, the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. Therefore the researcher used social cognitive theory and symbolic interaction theory since these theories were very useful in the investigation of challenges facing effective working of group discussion in higher learning institutions in Tanzania.
This study had been done under the light of qualitative and quantitative methodological approaches where by the findings were presented and analyzed using statistical data and descriptive data. All findings were collected using questionnaire, interview, and documentary approaches.
The following are some of findings of this study as were drawn from the field study:
(a) Causes of challenges to E.W of G.D in SAUT
These causes were; not working as team or dependency, lack of commitment, misunderstandings, a sense of self-importance or superiority, personality clashes, too much number of courses, lack of Cohesion, love affairs/sexual relationships, school fees penalty, time and environment, use of drugs, laziness, bad personal time table, and personal ability, and poor allocation of time for group works.
(b) Challenges facing E.W of G.D in SAUT
Challenges facing effective working of G.D were;environment, peer pressure, personal problems, family issues, misunderstandings about responsibilities , lack of commitment to some group members, one person doing all the work, personality clashes, frequently charting, allocating time, learning resources, rising conflicts among members' group, punctuality, and group rules and regulations.
Therefore, this study accounted for the causes, challenges, impact and possible measures to improve effective working of group discussion in SAUT and THLI in general. Then its better to improve this teaching methodology because it is the best way of bringing learners together and influences fully participation of all learners
The researcher; recommended that, all group discussions, learners, lecturers and HLIs in Tanzania must develop strategies on effective ways to device effective working and use them effectively by improving areas where group discussion can be done in effective way, increasing learning resources, removing school fees penalty, educating learners about the effective use of this teaching method including counseling learners about choices of courses with their expected dreams as well as reducing the number of courses per semester.
LIST OF TABLES
Table 4:1:1 showing respondents' responses on age …............................................................
Table 4:1:2 The respondents responses on year of their study are.......................................................
Table 4:2:1 the respondents' responses on the presence of various challenges to effective working of group discussion in SAUT........................................................................................................................
Table 4:2:2 Respondents' responses on challenges facing G.D in SAUT........................................
Table 4:3:1 showing respondents' responses on causes of challenges facing effective working of group discussion in SAUT.
Table 4:3:2 showing respondents' responses on impact of challenges facing effective working of group discussion in SAUT.
Table 4:4:1 showing respondents results on solution measures to be adhered so to device effective working of group discussion in SAUT
LIST OF ABBREVIATIONS
BAED: Bachelor of Art with Education
E.W: Effective working
G.D: Group Discussion
H.L.Is: Higher Learning Institutions
SAUT: Saint Augustine University of Tanzania
T.H.L.I: Tanzanian higher learning institutions
TABLE OF CONTENTS
Pages
Declaration ……………………………………………………………………………………..
Dedication ……………………………………………………………………………………..
Acknowledgement ……………………………………………………………………………..
List of table ……………………………………………………………………………………
List of abbreviation.....................................................................................................................
CHAPTER ONE
1:0 introduction……………………………………………………………………………….....
1:1 Background of the study…………………………………………………………………….
1:2 Statement of the problem……………………………………………………………………
1:3 Research objectives………………………………………………………………………….
1:3:1 General objective…………………………………………………………………………
1:3:2 Specific objective………………………………………………………………………….
1:4 Research questions………………………………………………………………………….
1.5 Significance of the study……………………………………………………………………
1.6 Scope of the study……………………………………………………………………………
CHAPTER TWO
RITERATURE REVIEW
2.1 Introduction……………………………………………………………………………………
2.2 Theoretical literature review…………………………………………………………………
2.3 Related literature review…………………………………………………………………….
2:4 Research gap………………………………………………………………………………….
CHAPTER THREE
RESEARCH METHODOLOGY
3:1 Introduction………………………………………………………………………………..
3:2 Research Design…………………………………………………………………………..
3:3 Area of the study…………………………………………………………………………..
3:4 Targeted population………………………………………………………………………
3:5 Sample size…………………………………………………………………………………
3:6 Sampling procedures……………………………………………………………………….
3:6:1 Simple random sampling…………………………………………………………………
3:6:2 Purposive sampling………………………………………………………………………
3:7 Data collection tools……………………………………………………………………….
3:7:1 Interview…………………………………………………………………………………….
3:7:2 Questionnaires……………………………………………………………………………..
3:8 Data processing………………………………………………………………………………
3:9 Data analysis……………………………………………………………………………….
3:10 Ethical issues……………………………………………………………………………..
CHAPTER FOUR
FINDINGS, ANALYSIS, AND DISCUSSIONS
4:0 Introduction …………………………………………………………………………………
4:1 Respondents' personal details ………………………………………………………………
4:2 Challenges facing effective working of G.D in SAUT...................................................................
4:3 Causes and impact of challenges facing G.D in SAUT...................................................................
4:4 Guides, Basis, and Ways to device effective group discussion......................................................
4:5 Discussion
CHAPTER FIVE
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
5:1 Introduction ………………………………………………………………………………
5:2 Summary ……………………………………………………………………………………
5:3 Conclusion ………………………………………………………………………………….
5:4 Recommendation ……………………………………………………………………………
References ………………………………………………………………………………………
Appendices ……………………………………………………………………………………
Appendix I & II………………………………………………………………………………
CHAPTER ONE
1:1 Introduction
This chapter gave a researcher a room to present: background of the study, statement of the problem, objectives of the study, significance of the study, scope of the study and research gap.
1:2 Background of the study
Group discussion refers to a communicative situation that allows its participants to express their views and opinions including sharing those views and opinions with other participants of same group.
Thus; Group discussion, is a new trend that has come up in order to evaluate student personality whereby participants are made to discuss on a topic or subject for a limited time and then assessed accordingly.
Nelson, (1996) examined the use of Group Discussion in higher learning institutions in America and came up with conclusion that, “the courses taught by traditional lectures are actually biased against those students who join to college classes without strong preparational training.” Thus, the need of students is team working or Group Discussion so as to benefit the knowledge content.
He used the example of reducing ‘D’ and ‘F’ grade to African-American students from sixty percent of failures when learning personally or individually up to four percent after the use of team work or group discussion in American higher learning especially colleges. Therefore, he recommended the use of Group Discussion technique since it is as knowledge beneficial to all students because it is pedagogical approach that encourages sound principles of learning and ever lasting memory.
Apart from that, Group Discussion in higher learning institutions nowadays has got great value as learning believed to be widely enhanced when the content to be learnt are deeply analyzed though critical discussion that allow group members clearing their doughty on subject matter that build ever lasting memory to learners.
As far as Group Discussion develops a better perspective on issues by bringing out diverse view point when learners exchange differing views on an issue, and that allows them get clear picture or information on discussed content for further understanding when dealing on a certain issue or study (Bliuc, et al,.2011).
Seeing the importance of Group Discussion in effective learning to learners especially in higher learning institutions; it has being recommended to use such technique worldwide for effective learning in higher learning institutions. Taking SAUT- Mwanza (main campus) as an example, there are groups formed and assigned to do various assignments by discussing together after library research. Presence of fifteen to twenty people per group, marking the use of this technique by higher learning institutions, for example Enlightenment group, Unity group, Tamaduni group, Malcom X group, Hospitality group, and the like, all these are groups in BAED 3(2015/2016).
Although; these groups given equal time, working different assignments by visiting various sources of information, but there was variation in working effectively. Seeing that variation on effective working, marking the presence of challenges that influence poor working to some groups in different Higher Learning institutions since some groups lacking some critical tips on conducting academic Group Discussion to meet effective working.
1:3 statement of the problem
In Tanzanian Higher Learning Institutions, learners are assigned to form Group Discussions that allow them to exchange searched information when tackling a given assignment(s).This can be evidenced by the presence of various groups in SAUT –Mwanza(main campus); whereby, number of groups are assigned to discuss various matters according to the courses of their option. The use of group discussion was recommended and useful to learners since it gives a chance to learners to have a deep searching and analysis of various topics that influence critical thinking and reasoning hence effective learning. Group discussion as it subjected to be a group of individuals with similar interest who gather either formally or informally to bring up ideas, solve problems or giving various comments on a certain level and field.
Nelson (1996) contributed on the use of Group discussion to be as a knowledge beneficial since it encourages sound principles of learning and memory.
Aamodt, (1983) explained on the usefulness of group discussion to learners as well as the ability with preference of learners to be drawn from this modern way of teaching and learning process.
Due to the presence of variation in performance of various groups in different higher educational institutions and sometimes not submitting assignments on a directed time, it is shows that there is something which influences the occurrence of such situations. This study was addressed on the investigation on challenges facing effective working of group discussion in higher learning institutions in Tanzania using SAUT’s groups as case study.
1:4 Research objectives
1:4:1 General Objective
To investigate various challenges facing effective working of group discussions in Tanzanian higher learning institutions.
1:4:2 Specific objectives
i. To identify and examine various challenges on effective working of group discussion in Tanzanian higher learning institutions.
ii. To identify the causes and impacts of challenges hindering work effectiveness to some group discussions in higher learning institutions.
iii. To understand and analyze group participants’ perceptions about the basis of group discussion, guides and ways used to device effective group discussion.
1:5 Research questions
i. What are the challenges on effective working to group discussion in Tanzanian higher learning institutions?
ii. What are the causes and impacts of challenges on effective working to group discussions?
iii. What are the perceptions of respondents on solutions to meet work effectiveness?
1:6 Significant of the study
A number of documentations and researches had been done by various scholars on criteria to effective group discussion and working, that marking the presence of little knowledge to learners on conducting effective group discussions. Under the light by various scholars and researchers, the researcher believed that this study acted as the benchmark to whom they will have access on it. For instance:
i. To learners
This study will help the learners to identify challenges and observing suitable tips to be followed so as to have effective working in their respective groups.
ii. To institutional administrators
This study will provide vital information to institutional administrators especially on improving the means of acquiring written sources that are useful to learners according to field given out by such institution.
iii. To the researcher
The researcher will have the opportunity to know what is behind the work effectiveness to SAUT’s groups as well as being a complimentary for the award of bachelor degree including being as a baseline to the coming researchers and scholars.
1:7 Scope of the study
The study was conducted in Nyamagana district, by collecting data from students and lecturers in SAUT-Mwanza (main campus).
CHAPTER TWO
LITERATURE REVIEW
2:1 Introduction
This chapter presented literature review concerning the challenges facing effective working of group discussion in Tanzanian higher learning institutions; as it was already established and documented by various scholars, professionals, and researchers in relation to the study area. The key focus of this chapter comprised of theoretical and related literature review including research gap that this study intended to work on it.
2:2 Literature review
2:2:1 Theoretical literature review
This study was drawn from Max Weber’s theory of symbolic interaction that tends to explain how individuals relate with each other and what is used in facilitating a relationship between individuals and group of people in the society. Since the researcher may attempt to show how the behavior expressed by members of group that one belongs and by members of one’s personal networks have influence on effective interaction between people. Therefore, the researcher showed how people rely on the opinions of others; especially, when a situation was highly uncertain or ambiguous and no objective evidence was readily available. As this study was guided by this theory, it gave the researcher a room to know assumptions proposing that the social world was made up of symbols that human beings used as a means of interaction. By following Weber’s theory that identified various assumptions on social world as criteria to be followed when working with interaction between people groups as well as institutions.
Also the researcher used the cognitive learning theory that explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things(Sincero ,2008). This theory can be divided into two specific theories: The social cognitive theory and the cognitive behavioral theory.
Cognitive learning theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual.
Therefore the researcher used social cognitive theory states that new experiences are experience versus the past to be evaluated by the learner by means of analyzing his past experiences with the same determinants. In the social cognitive theory, we were considering three variables that are behavioral factors, environmental factors and personal factors. Since this model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment it could be useful for this research.
These theories were useful in the investigation of challenges facing effective working of group discussion in higher learning institutions in Tanzania.
2:2:2 Related literature review
Nelson, (2010) clearly studies and describes on the need of faculty members on deep understanding of their higher level goals; a set of effective pedagogical techniques for fostering goals and the content learning that support them as well as the way of combining the goals and techniques within time that both faculty and students can reasonably devote to the course. There is a deep analysis in this book in which he uses various documentary sources to show how different writers have recommended the use of cooperative learning in higher learning institutions. He acknowledges Perry’s works of 1968, 1970, and 1999 to be as a his light in understanding the tasks the students must master in order to retain the content; understand scientific thinking; nature of science and to use critical thinking generally(see also Nelson 1999). He presents the list of books by various scholars that have equally importance to an early exposure to cooperative learning techniques as follows:
i. Nelson (2008a) lists books and websites with technics that are appropriate to biology.
ii. Sunburg and Dini (1993) showed for introductory-level biology that a course for non-major taught as much content as more content-dense course designed for majors even when both approaches used only traditional methods.
iii. Hake (1998a&b,2002) has assembled the most impressive data set assessing the effectiveness of alternative pedagogical strategies in science
Also; Nelson, clarifies the four key components of cooperative learning approaches and concludes by saying “Effort spent improving lectures is wasted unless the pedagogy is already has been transformed to use effective cooperative learning as it can be rather distressing initially for those of us who have spent a lot of time trying to improve lectures. Fortunately it is easy to implement basic cooperative learning even in large classes.
Davidson, et al(2010) researched on the key considerations in conducting focus group and discuss the specific consideration for focus group research with culturally and linguistically diverse group. According to their abstract they aimed at identifying those key considerations that is why they came up with findings from review that revealed several key issues involving focus group implementation recruitment; and concluding by identifying and recommending the use of focus group to be a usefully tool expanding the existing knowledge about service provision and identifying consumer needs that will assist in the development of future interactional programs particularly in multicultural population.
Dr. Bennette et al (2004) held a review that focused on small-group discussions in science teaching since it has been strongly advocated as an important teaching approach in school science for a number of years partly arising from more general movement towards students centered; learning by giving learners the opportunity to articulate a ad reflect on their own ideas about scientific phenomena the air of this review was to identify the ways in which small group discussions are currently used in science lessons and looking at the effects of small group discussions on students’ understanding science ideas and attitudes to science.
Basing on analyzing how and the effects of using group discussion in understanding science including working on evidences that evaluate studies of the effects of small group discussion on students understanding; they concluded by showing results that, the number of studies identified though searching and searching process established that small group discussion hence significant improvement of students understanding of evidence.
They lastly recommended the use of group discussion as resulted to significantly higher achievement in understanding of evidence using a cue version.
2:5 Research gap
Despite the above literature reviews; there also number of documents that accounting on the use of group discussion to higher learning institutions, whereby various scholars have demonstrated their contributions on the use and importance including effectiveness of this method in teaching and learning process. Under that circumstance; the researcher, needs to fill the gap by identifying and examining the challenges facing effective working of group discussion in higher learning institutions in Tanzania.
CHAPTER THREE
RESEARCH METHODOLOGY
3:1 Introduction
This chapter consisted of research type, research design, population and sampling procedure, data collection tools, presentation, and interpretation, including ethical issues.
3:2 Research type
The researcher opted for qualitative and quantitative types of research so as to address the problem properly.
3:2:1 Qualitative research
Kamili, (2010:123) explains qualitative research type to be the one that explains data in a descriptive manner and deals with the quality than quantity by surveying for facts findings though enquiries of different kind. Also it concerned with natural phenomena qualitatively such as research on human behavior. Therefore; qualitative research, involved the presentation of data in form of words that were grouped in categories by emphasizing oral communication and gave the respondents a chance to state their problems and views the way they perceive themselves. This approach helped the researcher to obtain deep information on the topic concerned; since, it observed and explained clearly human behavior attitude and emotions.
3:2:2 Quantitative researches
Quantitative research is the information telling by explaining distribution of phenomena in quantity form that is presenting findings in statistical means (Kamili, 2010:122).
The researcher also intended to use quantitative research since it was usefully in presenting data using statistical means example when presenting sample size.
3:3 Research design
Kothari, (2004) defines research design as a plan structure and strategy of investigation conceived so as to obtain answers to research question and to control variance.
In that case the researcher adopted a case study design so as to provide in-depth information about particular small group and geographical area; since a case study defined as, a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context (wikipedia.org).
Thus the study required the respondents who were familiar with challenges facing effective working of group discussion in higher learning institutions in Tanzania and it was a case study oriented.
.3:4 Area of the study
SAUT is located in Mwanza region; in Nyamagana district, at Luchelele ward, ten kilometers from city center nearby Lake Victorian shore. This educational institution has got large area that accommodates large number of learners per each year and that large number of students helped the researcher to obtain critical and workable data for the effective accomplishment of this study since the study conducted at that place.
3:5 Targeted Population
Bryman (2008), population form a basis from which the sample or subject for the study is drawn since is the entire group of people events or thing of interest that the researcher wishes to investigate. In relation to that; the researcher, intended to investigate various challenges faced effective working from students and lecturers from whom they had involved and had experiences of group discussions in SAUT.
3:6 Sample size
Sample size refers to a number of items to be selected from universe to constitute a sample. (Kothari 2004). The total population of students and lecturers in SAUT- Mwanza were approximated to be 7210. Therefore; the respondents included students, lecturers, and G.D at SAUT- Mwanza, since each student had got his or her own group of discussion. The researcher used the following formula to obtain the actual number of sample size:
N = n/1 + n (E) ²
n = Total population
N = Sample size
E = Constant (0.1)
Hence
Total population (n) = 7210
N =?
E = 0.1
Therefore N = 7210 /1 + 7210(0.1)²
N = 7210/1 + 7210 (0.01)
N =7210/1 + 72.1
N=7210/1 (1×1) 72.1
N=7210×10÷72.1×10
N=72100÷721
N= 100
Therefore, sample size were one hundred(100).
3.7 Sampling procedures
Kombo and Tromp (2010) Sampling technique is a procedure the researcher adapts in selecting some sample units from which inference about the population are drawn. In this study the researcher used simple random sampling and purposive sampling.
3.7.1 Simple random sampling
According to Kothari (2004:59) simple random sampling is the sampling procedures which ensure that each unity in the population has equal chance to be included in the sample. The study used simple random sampling techniques to get sample from the students of SAUT; whereby, students were chosen randomly and all of them had equal opportunity of being selected. Therefore; the researcher, randomly picked any respondent to be included in the sample.
3.7.2 Purposive sampling
Purposive sampling is selecting a sample “on the basis of your own knowledge of the population, its elements and the nature of your research aims”.(Latham, 2007). Under that light; the researcher, selected respondents among the lecturers and groups in SAUT so as to have a critical and real investigation on problems faced effective working of some groups in their respectively organization.
3:8 Data collection tools
According to Dodge (2015) Data collection is the process gathering the measuring information on variable of interest in an established systematic fashion that enables one to answer stated research questions, hypothesis and evaluate outcome. In this study the researcher intended to use questionnaires and interview including focus group discussion and documentary methods so as to have a deep searching of knowledge.
3:8:1 Interview
An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interviewee (wikipedia.org).
Thus; the researcher conducted interview so as to obtain data from respondents by purposive sampling.
3:8:2 Questionnaire
Questionnaire is a set of questions to be asked of a number of people usually in order to gather information or opinion (www.merriam-webster.com).
Therefore; questionnaire of this study, consisted both open ended and close ended questionnaire as a tool of collecting information from the lecturers and students on the assigned problem with consideration to documentary approach.
3:9 Data processing
Data processing refers to the process of editing coding data classification and tabulation of the collected data so as to give meaning it is a process that prepares collected raw data for smooth analysis (Kothari, 2004). The researcher did such a thing for the collected data so as to ensure the data are correct and matched with other facts collected.
3:10 Data analysis
Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting decision-making(en.wikipedia.org).
Due to the nature of this research; the researcher, used both qualitative and quantitative analysis of data in which different statistical data calculated and simplified were quantitatively analyzed contrary to non-statistical data that were qualitatively analyzed.
3:12 Ethical issues
According to Suzgo (2002) ethics is the study of systems and customs as seen in the lives of particular group of human beings, the focus of the study was on moral values and human conduct. This study was conducted under research code of ethics so as to obtain reliable information from respondents in the field.
The privacy and dignity of respondents were considered in this study; hence the researcher ensured that, there was no any possibility of making threat(s) to respondents by any means though keeping the confidential data given out by the respondents to avoid spreading of their contributions to other parts.
CHAPTER
FOUR
FINDINGS,
ANALYSIS AND DISCUSSION
4:0
Introduction
This
chapter accounted for the research findings and analysis of data
including discussion over an investigation of challenges facing
effective working of group discussion in higher learning institutions
in Tanzania. The findings were from a hundred (100) respondents who
responded to given questionnaire and conducted interview basing on
the following specific objectives:
- To identify and examine various challenges on effective working of group discussion in Tanzanian higher learning institutions.
- To identify the causes and impacts of challenges hindering work effectiveness to some group discussions in higher learning institutions.
- To understand and analyze group participants’ perceptions about the basis of group discussion, guides and ways used to device effective group discussion.
Questionnaires
were given to SAUT students while interview was for lecturers and
group discussions, followed by the analysis of data, presentation,
and interpretation of collected data. This chapter was sectioned
under respondents' personal details; challenges on effective working
of group discussion; causes and impact of challenges facing effective
working of group discussion; and guides, basis, and ways to device
effective group discussion.
4:1
FINDINGS AND ANALYSIS
4:1:1
RESPONDENTS' PERSONAL DETAILS
The
respondents involved in this study were students, lecturers, and
group discussion to whom they form present human resources in SAUT.
The
students were indicated to show their age and year of study by the
researcher and their responses were as follows:
Table
4:1:1 showing respondents' responses on age
| RESPONDENTS' AGE | NUMBER OF RESPONDENTS |
PERCENTAGE
|
| 18-27 | 15 | 16.67% |
| 28-37 | 45 | 50% |
| 38-47 | 15 | 16.67% |
| 48-57 | 10 | 11.11% |
| 58+ | 5 | 5.56% |
| TOTAL | 90 | 100% |
Table
4:1:1 showing the ages of respondents were from 18 years old and were
revealed as follows; 18-27 were 15 (16.67%); 28-37 were 45(50%);
38-47 were 15(16.67%); 47-57 were 10(11.11%); and 58+ 5(5.56%)
respondents from whom the researcher distributed questionnaire to
respond.
Table
4:1:2 The respondents responses on year of their study are.
| YEAR OF STUDY | NUMBER OF RESPONDENTS |
PERCENTAGE
|
| First year | 25 | 27.78% |
| Second year | 20 | 22.22% |
| Third year | 45 | 50% |
| TOTAL | 90 | 100% |
The
participated respondents were from from both ages without considering
their sex whereby from first year were 25(27.78%) ; second year, 20
(22.22%) ;while third year were 45(50% )respondents as shown in table
4:1:2 above. Also one lecturer and nine group discussions were
interviewed without seeking their personal details.
4:2
Objective one: Challenges facing effective working of group
discussion in higher learning institutions in Tanzania.
Since
the investigation of challenges facing effective working of group
discussion in higher learning institutions in SAUT; was the main
objective of this study, the researcher asked respondents to verify
if there is challenges facing their work effectiveness or not, and to
mention those challenges as it can be proved in questionnaire's
question number 7 (a) and (b) and in interview guidance for lecturers
and group discussions.
This
facilitated the collection of the following findings as were analyzed
in table
4:2:1 and table 4:2:2
below:
Table
4:2:1 the respondents' responses on the presence of various
challenges to effective working of group discussion in SAUT
RESPONDENTS'
RESPONSES
YES
NO
TOTAL |
NUMBER OF RESPONDENTS | PERCENTAGE |
| 95 | 95% | |
| 05 | 5% | |
| 100 | 100% |
The
result shows that 95% of all respondents agreed on the presence of
challenges facing effective working of group discussions in SAUT
while 5% disagreed. Also they mentioned various challenges facing
effective working of group discussion as it is shown in the table
below;
Table
4:2:2 Respondents' responses on challenges facing G.D in SAUT
| MENTIONED CHALLENGE | NUMBER OF RESPONDENTS | PERCENTAGE |
| Poor environment | 20 | 20% |
| Peer pressure | 05 | 5% |
| Personal problems | 01 | 1% |
| Family issues/problems | 03 | 3% |
| Misunderstandings about responsibilities | 02 | 2% |
| Lack of commitment in some group members | 23 | 20% |
| One person doing all the work | 01 | 1% |
| Personality clashes | 05 | 5% |
| Frequently charting | 15 | 15% |
| Miss allocation of time | 01 | 1% |
| Learning resources | 17 | 16% |
| Rising conflicts among members group | 01 | 1% |
| Punctuality | 07 | 7% |
| Group rules and regulations. | 02 | 2% |
Assignment over assignment
|
1
|
1%
|
| TOTAL | 100 | 100% |
Therefore
this results showing that there are challenges facing group
discussion in SAUT as displayed in the table above; whereby, learning
resources, charting,environment,lack of members commitment, and
punctuality being the major challenges since they have mentioned by
many respondents.
4:3
Objective two: Causes and impact of challenges facing G.D in SAUT.
From
data collected using interview; respondents claimed that, there are
some causes that fueling the presence of various challenges as they
responded by mentioning those causes and impact as follows:
Table
4:3:1 showing respondents' responses on causes of challenges facing
E.W of G.D in SAUT.
Respondents'
responses on the causes of various challenges facing group discussion
in SAUT shown on the table above; shows that, there different causes
of such challenges since they had mentioned them. This revealed
that; in SAUT, there are many challenges facing group discussion to
effective working as shown above while time; environment; too much
number of courses; use of drug and love affairs had been taken as the
major causes of challenges facing effective working of group
discussion in SAUT Mwanza (main campus) as they have mentioned by
large number of respondents.
Table
4:3:2 showing respondents' responses on impact of challenges facing
E.W of G.D in SAUT.
| RESPONDENTS RESPONSES | NUMBER OF RESPONDENTS | PERCENTAGE |
| Tasks not being completed by deadline | 10 | 10% |
| Conflict between team members | 19 | 19% |
| Further decrease in the effectiveness of the team | 18 | 18% |
| Long term impact | 03 | 3% |
| Poverty | 09 | 9% |
| Development of animosity feelings | 02 | 2% |
|
01 | 1% |
| Producing incompetent personnel | 01 | 1% |
| Not graduating on time | 21 | 21% |
| Killing of generation through ideas. | 01 | 1% |
| Unemployment | 15 | 15% |
| TOTAL | 100 | 100% |
This
reflects that the presence of ineffective group working can lead to
unemployment, poverty, not graduating on time, work not been finished
and submitted on time, including long term impact where by
production of incompetent personnel will make the continuation of
producing incompetent ones from generation to generation. .
Another
specific objective that developed from this study made the researcher
to seek for guides, basis, and ways used to device effective working
of group discussion in higher learning institutions. The distributed
questionnaire had a question that asked the respondents to mention
possible solutions that can be invested so as to device effective
working of group discussion in SAUT and their responses were as
indicated in the table below;
Table
4:4:1 showing respondents results on solution measures to be adhered
so to device E.W of G.D in SAUT.
| RESPONDENTS' RESPONSE | NUMBER OF RESPONDENTS | PERCENTAGE |
| students' counseling about what course to opt and life | 03 | 3% |
| Supporting each other, and emotions control. | 05 | 5% |
Provide
sufficient time and space for participants to gather their
thoughts and contribute to discussions.
|
12 | 12% |
Provide
equal opportunities to all participants.
|
15 | 15% |
| Improvement of educational infrastructures such as areas learning materials. | 11 | 11% |
| The number of courses to be reduced | 30 | 30% |
| Use inclusive language. | 06 | 6% |
| Develop an awareness for barriers for learning. | 10 | 10% |
| Adhere clarification if unclear about a participant’s intent or question. | 01 | 1% |
| Self determination by avoiding peer pressure and laziness | 03 | 3% |
| Create an inclusive environment . | 03 | 3% |
| Treat all participants with respect and consideration. | 01 | 1% |
| TOTAL | 100 | 100% |
The findings
suggested on the improvement of group working through, students'
counseling about what course to opt and life, supporting
each other, and emotions control, provision
of sufficient time and space for participants to gather their
thoughts and contribute to discussions, providing equal opportunities
to all participants, improvement of educational infrastructures such
as areas learning materials,reducing the number of courses, use of
inclusive language, developing self determination by avoiding peer
pressure and laziness, and creating
an inclusive environment including treatment
of all participants with respect and consideration.
Similarly
to Nelson (2010), clarifies the four key components of cooperative
learning approaches and concludes by saying “Effort spent improving
lectures is wasted unless the pedagogy is already has been
transformed to use effective cooperative learning as it can be rather
distressing initially for those of us who have spent a lot of time
trying to improve lectures. Fortunately it is easy to implement basic
cooperative learning even in large classes.
4:5
Discussion
In
order to investigate the study the researcher used different from
SAUT –Mwanza (Main Campus). Thus; the included respondents were
students group discussion and lecturers who were purposively
selected; while, only the students were randomly chosen.
4:5:1
Challenges facing effective working of G.D in SAUT.
The
goal of this study was to investigate challenges facing effective
working of group discussion in SAUT,
therefore, respondents were made to give their understanding on
various challenges facing them leading to ineffective working of
their group discussion in their institution(SAUT).
The
findings revealed that majority respondents groups (group discussion)
were faced by various challenges in their institution. They
identified the following challenges,rising conflicts among members
group, frequently charting, environment, peer pressure, environment,
learning resources, family issues, personal issues, school fees
penalty, economic issues, misunderstandings, commitment and
punctuality.
This
shows that there are observable challenges facing group discussion on
effective working in SAUT; as it was argued by
learnonline.canberra.edu.au
(2016)
that, problems you may encounter and how to address them in most
groups, when working on a task, there will be some form of problem,
disagreement, conflict or hiccup. It doesn’t necessarily mean that
your group is poor, or problematic; in fact, it’s natural to have
to negotiate differences between members. There are a number of
common problems that arise during group work.
4:5:2
Causes and impacts of challenges hindering work effectiveness of G.D
in THLI
Under
the second specific objective that aimed at identification of causes
and impact of challenges hindering work effectiveness of group
discussion; and the responses revealed that the presence of such
challenges was fueled by the present of many courses per semester,
excessive use of drugs, lack of commitment, laziness, dependency,
love affairs, and others while
impacts
of such challenges can be not graduating on time, unemployment,
poverty, wastage of time, task not completed by deadline, production
of incompetent personnel, and killing of generation through ideas.
4:5:3
Guides, basis and ways to device effective working of group
discussion
All
respondents, responded on the above issue by identifying ways that if
employed can device effective working of their groups as third
specific objective aimed to be archived. The respondent’s response
on identification of solutions was as follows, students to be
counseled about what course to opt and life supporting
each other, emotions control, providing
sufficient time and space for participants to gather their thoughts
and contribute to discussions, providing equal opportunities to all
participants, improvement of educational infrastructures such as
areas learning materials, the number of courses to be reduced, use
of inclusive language, developing an awareness for barriers for
learning.
Similarly
to other scholars who mentioned the following solutions that are
define the problem by creating a problem statement that summarizes
it. Analyze the problem and create a problem question that can guide
solution generation. Generate possible solutions. Possible solutions
should be offered and listed without stopping to evaluate each one.
Evaluate the solutions based on their credibility, completeness, and
worth. Groups should also assess the potential effects of the
narrowed list of solutions. Implement and assess the solution. Aside
from enacting the solution, groups should determine how they will
know the solution is working or not.
CHAPTER FIVE
SUMMARY, CONCLUSION,AND RECOMENDATION
5.0 Introduction
This study had the objective to investigate the challenges facing effective working of group discussion in higher learning institutions in Tanzania. This chapter presents the summary of the study and conclusion including recommendation that has been drawn from finding basis for more concern an further studies.
5: 2 Summary
The main objective of this study was to investigate challenges facing effective working of group discussion in Higher learning institutions of Tanzania.
This study has structured into five chapters thus illustrated from chapter one to chapter five as follows
Chapter one - consisted of background of the study, statement of the study, objectives of the study, significance of the study, and the scope of the study.
Chapter two - comprised of theoretical and related literature review including research gap.
Chapter three - This chapter consisted of research type, research design, population and sampling procedure, data collection tools, presentation, and interpretation, including ethical issues.
Chapter four – under this chapter the researcher presented research findings and Analysis of collected data.
Chapter five – was structured by discussion, summary of the study, conclusion and recommendation.
Thus this study has structured as described above including all necessary academic issues for research writing were not left behind.
Therefore; the investigation of challenges facing effective working of group discussion revealed that, there are challenges intervening effective working of learners. Therefore in order to avoid this challenges the suggested ways to device effective working of group discussion must put into consideration.
5. 3 Conclusion.
World wide today there is a tendency of using group discussion in higher learning institutions as it has been done in Tanzanian higher learning institutions; because, group discussion are believed to be as a knowledge beneficial since it encourages sound principles of learning and memory.
This study was supervised with three specific objectives that were; to identify and examine various challenges on effective working of group discussion in Tanzanian higher learning institutions; to identify the causes and impacts of challenges hindering work effectiveness to some group discussions in higher learning institutions, and to understand and analyze group participants’ perceptions about the basis of group discussion, guides and ways used to device effective group discussion. Therefore its is better for learners and institutions of Tanzania to take wise consideration on this so as to improve performance of these groups; since, was variation in how these groups score marks (see example of mass communication skills result in SAUT.
5: 4 Recommendation
In order to device effective working of discussion in higher learning especially SAUT's group discussions, learners, lecturers and institutions must adhere effective ways to device effective working and use them effectively by observing the following:
Higher institutions and facilitators must provide counseling to learners about what course to opt and life, improvement of educational infrastructures such as areas learning materials, reducing the number of courses per semester, improving school time table, providing sufficient time for group work and improving areas for conducting group discussion.
Learners must also supporting each other and controlling emotions that will stop the occurrence of misunderstandings and conflicts among group members, building the sense of togetherness in working, being committed to group works and and respecting each other including personal or self determination through avoiding unproductive peer pressure and laziness.
Also the researcher gives a room to other researchers who could perform further investigation on this study and come up with academically progressive details for academic development; since technique is very suitable for teaching these pluralized students who must critically and deeply understand what is taught for daily and societal use.
Lastly the researcher, would like to recommend the use of group discussions in higher learning institutions of Tanzania, as it had been recommended to have positive impact on spreading of ideas from person to person. As it had said by Brownedu (2016), that, effective facilitation of a discussion involves the recognition and employment of different perspectives and different skills to create an inclusive environment. In order to do so, it is important to consider the features of effective discussions, and conditions that promote small group interaction and engagement. Discussion is a powerful mechanism for active learning; a well-facilitated discussion allows the participant to explore new ideas while recognizing and valuing the contributions of others.
REFERENCES
Aamodt, M. G. (1983). Academic ability and student preference for discussion group
activities. Teaching of Psychology: Retrieved on January 09/2016 from
josotl.indiana.edu/article/download/3236/3603.
Altbach, P. G.,and Peterson, P.M.,(2007)Higher Education In THE New Century:Global Change
and Innovative Ideas. Netherlands: Sense pubishers.
Bryaman, A.(2008) Social Research method. U.SA: Oxford university press.
Bliuc, A.-M., Ellis, R.A., Goodyear, P., & Piggott, L. (2011). A Blended Learning
Approaches to Foreign Policy: Student Experiences of Learning through Face-To-
Face and Online Discussions. Computers and Education, 56 (3), 856-864: Retrieved
from http://profiles.arts.monash.edu.au/ana-maria-bliuc/publication on 12/11/2015
Bliuc, A.-M., Ellis, R.A., Goodyear, & Muntele Hendres, D. (2011). The Role of Social
Identification as a University Student in Learning: Relationships Between Students’
Social Identity, Approaches to Learning, and Academic Achievement, Educational
Psychology, 31(3), 559-575: Retrieved from http://profiles.arts.monash.edu.au/ana-
maria-bliuc/publication
Davidson, P., Halcomb, E. & Gholizadeh, L. (2010). Focus groups in health research. In P.
Liamputtong (Eds.), Research Methods in Health: Foundations for Evidence-Based
Practice .South Melbourne, Vic: Oxford University Press.
Dr. Bennett, J.,e et al (2004) A systematic Review of the Use of Small Group Discussions in
Science Teaching With Students Aged 11-18, and their Effects on Students'
Understanding in Science or Attitude to Science. London: Epic center publisher.
https://en.wikipedia.org/wiki/Interview#cite_note-1
http://www.dfrank.com/focusdis.htm
https://ehn.wikipedia.org/wiki/Case_study#cite_note-
http://www.skillsyouneed.com/ips/team-working.html
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member
http://www.uq.edu.au/student-services/learning/problems-associated-group-work
http://learnonline.canberra.edu.au/mod/book/view.php?id=164485&chapterid=192
https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/challenges.html
https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/discussions-seminars/facilitating
Kombo,
D.& Tromp. D.L.A., (2006) Proposal and Thesis writing: an
introduction. Kenya:
Pauline
Kothari
C.R., (2004) Research methodology Techniques (2 edition )New
Delhi:New age
International
P. limited.
Latham.,
B.,(2007)Sampling: What is it?:Qualitative research methods:
Retrieved from
Nelson,C.E.(2010).
Want brighter, harder working students? Change pedagogies! Some
examples,
mainly from biology: Retrieved from http://mypage.iu.edu/~nelson1/10_
Nelson,
C. E., (1996) Student Diversity Requires Different Approaches to
College
Millar,
R., & Osborne, J. F. (Eds.). (1998). Beyond 2000: Science
Education for the Future.
London:
King's College London.
Mugenda
O & Mugenda G.(1999) Research Methodology, qualitative and
quantitative
approaches
acts press, Nairobi: Kenya.
Perry,
William G., Jr. (1970). Forms of Intellectual and Ethical Development
in the College
Years:
A Scheme. New York: Holt, Rinehart, and Winston.
Perry,
William G., Jr. et al. (1968). Patterns
of Development in Thought and Values of Students in a liberal Arts
College: A Validation of a Scheme. Final Report:
Retrevieved from http://eric.ed.gov/
Sincero
S.M., (2011) Cognitive Learning Theory. Retrieved Mar
29, 2016 from Explorable.com:
https://explorable.com/cognitive-learning-theory
QUESTIONNAIRE
FOR STUDENTS
I;
MAYENGO Alpha H, a third year student at St. Augustine University of
Tanzania studying Bachelor of Arts with education(2015/2016). I am
conducting a research on challenges facing effective working of Group
Discussions at Saint Augustine University of Tanzania - Mwanza (main
campus) representing other higher learning institutions of Tanzania.
May
you please, respond to the following questions by giving your
contributions drawn from your group discussion’s experience and
reality since this work is directed to academic purposes.
Put
tick ( √ ) in brackets to provide your answer and short answers
when necessary:
- 1) Age
a)
18-27 ( ) b) 28-37 ( ) c) 38-47 ( ) d) 48-57 ( ) e) 58+( )
- 2) Year of study
a)
First year ( ) b) Second year ( ) c) Third year ( )
- 3) Is there any problem when performing discussions to your group?
a)
Yes ( ) b) No ( )
- 4) (a) If yes; in number 3 above, what are those problems ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
- (b) Do you have enough time for effective academic writing for each given assignment?
a) Yes ( ) b) No ( )
- 5) Is there enough and appropriate learning resources to be used as references in your group work?
a) Yes ( ) b) No ( )
- 6) Is there any kind of variations on how your group scores marks to different given assignments?
a) Yes ( ) b) No ( )
- 7) (a) Do you think there are challenges facing group discussions to effective working in higher learning institutions in Tanzania?
a) Yes ( ) b) No ( )
(b)
If YES, what are those challenges?
…....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
- 8) What is your opinion on how to solve challenges facing effective working of group discussions?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….............................................................
Be blessed...
APPENDIX
II
INTERVIEW
GUIDANCE FOR TEACHERS & GROUP DISCUSSIONS
- 1) Do you think there are challenges facing group discussion in higher learning institutions to meet effective working?
- 2) What are the causes of these challenges?
- 3) What are the impacts of these challenges to effective working of group discussions in higher learning institutions?
- 4) From your experiences, what can be possible solutions to those problems with consideration to:
- a) Learners
- b) Facilitators
- c) Institutions
No comments:
Post a Comment