Teamwork Skills

The practices of the faculty in developing teamwork skills among students are presented in Table 18.

Table 18. Practices of Faculty in Developing Teamwork Skills of Students Group of Respondents Laboratory Practices of Faculty Faculty of LPU 1

Grouping students alphabetically; grouping is permanent throughout the entire semester; assigning of leader in a group who is responsible for dividing the task among members; rotational leadership is implemented

Students of LPU 1 Grouping the class into 5 members each; assigning a different group leader for every experiment; never regrouping students instead making them work with their group mates the whole semester

Faculty of LPU 2 Division of labor among the members of each group; there is rotational leadership; not allowing regrouping Students of LPU 2 Encouraging students to participate with their group

mates; giving chance to those who are willing to be the leader to lead the group; not regrouping the members of the group

Faculty of LPU 3

Giving tasks to each member of the; asking a member of the group to help his group mate if he finished earlier; making students work with their group mates all throughout the semester; assigning anyone to be the leader of the group

Students of LPU 3 Requiring each member of the group to work on different procedure so as to finish the experiment at once; assigning leader by rotation

Faculty of LPU 4 Assigning leader for every experiment who monitors the performance of others; grouping is permanent in the whole semester; there is division of labor among members

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member; giving everybody the chance to be the leader; not allowing students to transfer to another group

As shown from the table, all the four groups of faculty group their students into smaller groups. A leader is assign for every group and there is rotational leadership. However, these four groups of faculty never allow regrouping of students; instead the students work with their permanent group mates all throughout the semester. To compensate, all the four groups employ division of tasks among the members of the group.

The table also indicates that the teachers implement practices that develop teamwork skills among students. They group students into smaller groups possibly to enable students collaborate effectively with others in carrying out complex tasks. They also divide the tasks among the members of the group maybe to make students contribute and respond to ideas of others. Leadership is on a project basis so that students will assume different roles at different times. They do not allow regrouping of students but make them work with their permanent group all throughout the semester possibly because they want their students to establish harmonious relationship with their group mates and such relationship will lead to the success of the experiment.

Such findings are similar to those of Hall‟s (2006) study where a system was implemented in a way that specific roles were assigned to students during laboratory and a grade was given based on their level of contribution to the group. As observed by students, the teachers of the four groups of students group the class into smaller groups and assign a group leader for every experiment performed. All of them were not allowed by their teacher to regroup or transfer to another group during the whole semester.

The data proved that the teachers are implementing practices that develop the teamwork skills of students because these teachers want their students to interact with each other so that they can share their knowledge through performing specific tasks. This conforms with Kanli and Yagbasan (2008) laboratory principle of exchange where teachers prepare proper environment for students to discuss their ideas with their friends, observe and listen to students who are sharing their knowledge and ensure the interaction within student groups. The practices observed among the faculty that will develop teamwork skills of students are presented in Table 19.

Table 19. Practices Observed Among Faculty to Develop Teamwork Skills Among Students

Laboratory Practices Mean Verbal

Interpretation 1. Making students collaborate effectively with

others in carrying out complex tasks, share the work of the task, assume different roles at different times, and contribute and respond to ideas

2. Making students work in the same group 3.00

2.75

Always

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3. Allowing students to regroup during the semester

4. Allowing students to take rotational and specific active roles in the group

OVERALL MEAN 0.50 3.00 2.31 Never Always Always

As shown from the table, the teachers always implement those practices that got a mean of 3.00. Such practices are making students collaborate effectively with others in carrying out complex tasks, share the work of the tasks, assume different roles at different times, and contribute and respond to ideas; and allowing students to take rotational and specific active roles in the group. The practice making students work in the same group throughout the entire semester got a mean of 2.75 and is always implemented by the teachers. However, the teachers never allow students to regroup during the semester garnering a mean of 0.50.

As a whole, the overall mean of 2.31 was an indication that the teachers always implement practices that will develop students‟ teamwork skill. It could mean that these teachers are familiar with small group instruction which according to Hidalgo (2000) is an effective strategy that enhances cooperation, teamwork, leadership and group motivation among students.

II. Extent by which Students Manifest the Attainment of the Goals of Science Laboratory Instruction in their: