GROUP-FORMATION SYSTEM TO FACILITATE HETEROGENEOUS GROUPING IN COLLABORATIVE LEARNING FOR NON-TECHNICAL COURSES

  • Hany Liana Masri Computer and Information Sciences Department, Universiti Teknologi PETRONAS, Malaysia
  • Khairul Shafee Kalid Computer and Information Sciences Department, Universiti Teknologi PETRONAS, Malaysia http://orcid.org/0000-0001-8383-2395

Abstract

The ability of students to work in groups to solve a problem or complete a task is important. However, the current method of forming a group for projects is based on convenience. This self-selection grouping method could result in an imbalance knowledge, skills and personality. Grouping the students based on criteria manually is tedious and time-consuming. This paper presents the development of a system, called GrouPro that could automatically group the students based on the student’s personality, skills and academic performance. This is to ensure a group will consist of students with diverse skills, personality and academic performance, thus establishing a well-balanced student group in the class throughout the semester. The results of the user acceptance test have indicated that the system is easy to use. The lecturers are considering using the system in their class as they perceived the system to be effective and useful in grouping the students based on the determined criteria. The students perceived that the system is easy to use and useful but have mixed responses in using the system in actual settings.
Keywords: teaching, learning, group work, students

References

[1] T. Munohsamy, “Malaysian Employers’ Perspective on Engineering Graduates’ Employability Skills: Evidence from 10 years of Studies,” PALGO J. Educ. Res., vol. 3, no. 2, pp. 150–159, 2015.
[2] M. S. Rasul, R. A. A. Rauf, A. N. Mansor, R. M. Yasin, and Z. Mahamod, “Graduate Employability For Manufacturing Industry,” Procedia - Soc. Behav. Sci., vol. 102, pp. 242–250, Nov. 2013.
[3] R. Salleh, M. Anwar Md Yusof, and M. Ali Memon, “Attributes of Graduate Architects: An Industry Perspective,” Soc. Sci., vol. 11, no. 5, pp. 551–556, 2016.
[4] M. Laal, Z. Khattami-Kermanshahi, and M. Laal, “Teaching and education; collaborative style,” Procedia-Social Behav. Sci., vol. 116, pp. 4057–4061, 2014.
[5] D. W. Johnson, R. T. Johnson, and K. A. Smith, “Cooperative learning: Improving university instruction by basing practice on validated theory,” J. Excell. Univ. Teach., vol. 25, no. 4, pp. 1–26, 2014.
[6] C. J. Brame and R. Biel, “Group work: Using cooperative learning groups effectively | Center for Teaching | Vanderbilt University,” 2015. [Online]. Available: https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. [Accessed: 11-Mar-2018].
[7] I. Srba and M. Bielikova, “Dynamic Group Formation as an Approach to Collaborative Learning Support,” IEEE Trans. Learn. Technol., vol. 8, no. 2, pp. 173–186, Apr. 2015.
[8] E. Hammar Chiriac, “Group work as an incentive for learning - students’ experiences of group work.,” Front. Psychol., vol. 5, p. 558, 2014.
[9] L.-S. Huang, “Group Work Strategies to Ensure Students Pull Their Weight,” 2018. [Online]. Available: https://www.facultyfocus.com/articles/effective-teaching-strategies/students-riding-coattails-group-work-five-simple-ideas-try/. [Accessed: 23-Sep-2019].
[10] G. Munyoro, “The Significance of Group Work in the Assessment of Students in Higher Education: A Case Study of the University of Dundee, Scotland, United Kingdom,” Africa Dev. Resour. Res. Inst., vol. 11, no. 2, pp. 57–65, 2014.
[11] N. Meslec and P. L. Curşeu, “Are balanced groups better ? Belbin roles in collaborative learning groups ☆.”
[12] B. Oakley, R. M. Felder, R. Brent, and I. Elhajj, “Turning Student Groups into Effective Teams,” vol. 2, no. 9, 2004.
[13] P. Blowers, “Using student skill self-assessments to get balanced groups for group projects,” Coll. Teach., vol. 51, no. 3, pp. 106–110, 2003.
[14] S. Mahenthiran and P. J. Rouse, “The Impact of Group Selection on Student Performance and Satisfaction,” 2000.
[15] Belbin, Team Roles at Work, 2nd ed. Taylor & Francis, 2012.
[16] S. E. Jackson, J. F. Brett, V. I. Sessa, D. M. Cooper, J. A. Julin, and K. Peyronnin, “Some Differences Make a Difference: Individual Dissimilarity and Group Heterogeneity as Correlates of Recruitment, Promotions, and Turnover,” 1991.
[17] A. P. Carnevale, L. J. Gainer, and A. S. Meltzer, Workplace Basics Training Manual. Jossey-Bass Publisher, 1990.
[18] L. T. Eby and G. H. Dobbins, “Collectivistic orientation in teams: An individual and group-level analysis.,” J. Organ. Behav., vol. 18, no. 3, pp. 275–295, 1997.
[19] M. R. Barrick, G. L. Stewart, M. J. Neubert, and M. K. Mount, “Relating member ability and personality to work-team processes and team effectiveness.,” J. Appl. Psychol., vol. 83, no. 3, pp. 377–391, 1998.
[20] M. A. CAMPION, G. J. MEDSKER, and A. C. HIGGS, “RELATIONS BETWEEN WORK GROUP CHARACTERISTICS AND EFFECTIVENESS: IMPLICATIONS FOR DESIGNING EFFECTIVE WORK GROUPS,” Pers. Psychol., vol. 46, no. 4, pp. 823–847, 1993.
[21] M. A. Campion, E. M. Papper, and G. J. Medsker, “Relations between work team characteristics and effectiveness: A replication and extension.,” Pers. Psychol., vol. 49, no. 2, pp. 429–452, 1996.
[22] K. Sanjeev and H. J. Kent, “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership in Engineering Classes,” Leadersh. Manag. Eng., vol. 7, no. 1, pp. 18–23, Jan. 2007.
[23] J. Denise, “Undergraduate perceptions of the development of team-working skills,” Educ. + Train., vol. 56, no. 1, pp. 7–20, Jan. 2014.
[24] M.-I. Dascalu, A.-M. Dumitrache, M. Coman, and A. Moldoveanu, “Group Maker Tool for Software Engineering Projects,” Procedia-Social Behav. Sci., vol. 203, pp. 102–108, 2015.
[25] C. E. Christodoulopoulos and K. A. Papanikolaou, “A Group Formation Tool in an E-Learning Context,” in 19th IEEE International Conference on Tools with Artificial Intelligence(ICTAI 2007), 2007, pp. 117–123.
[26] C. Alstad-Davies, “What Is the Difference Between Heterogeneous And Homogeneous Grouping?,” 2019. [Online]. Available: https://resumes-for-teachers.com/blog/interview-questions/difference-between-heterogeneous-and-homogeneous-grouping/. [Accessed: 30-Oct-2019].
[27] A. Sagi, “Employment arrangements diversity and work group performance,” Team Perform. Manag., vol. 22, no. 5/6, pp. 310–330, Jan. 2016.
[28] P. Lauretta McLeod and S. A. Lobel, “THE EFFECTS OF ETHNIC DIVERSITY ON IDEA GENERATION IN SMALL GROUPS.,” Acad. Manag. Proc., vol. 1992, no. 1, pp. 227–231, Aug. 1992.
[29] L. Heltemes, “Social and Academic Advantages and Disadvantages of Within-class Heterogeneous and Homogeneous Ability Grouping Lynzee Heltemes,” St. John Fisher College, 2009.
[30] P. K. Murphy et al., “Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension,” Contemp. Educ. Psychol., vol. 51, pp. 336–355, Oct. 2017.
[31] Z. Wang, “EFFECTS OF HETEROGENEOUS AND HOMOGENEOUS GROUPING ON STUDENT LEARNING,” University of North Carolina at Chapel Hill, 2013.
Published
2020-07-30
How to Cite
MASRI, Hany Liana; KALID, Khairul Shafee. GROUP-FORMATION SYSTEM TO FACILITATE HETEROGENEOUS GROUPING IN COLLABORATIVE LEARNING FOR NON-TECHNICAL COURSES. Platform : A Journal of Science and Technology, [S.l.], v. 3, n. 1, p. 48-62, july 2020. ISSN 2637-0530. Available at: <http://myjms.moe.gov.my/index.php/pjst/article/view/7130>. Date accessed: 11 aug. 2020.