Advantages of studying in the group in Hanoi University

Introduction

Each student often has at least one study strategy that he or she felt most important whether that is studying in a quiet place, taking good notes, being a good listener, making a schedule and sticking to it, reading every class assignment or preparing for the test. It is said that good study habit is a key to success. If a student has efficient method, he or she can have good result. However, if they have no or unsuitable strategy, they can fail the examinations in college. In the last century, people could realize the positive effects of team work on society (O’Connel & Cuthbertson, 2009). In addition, Longman and Atkinton (1988) claimed that “the human being needs the support of others, as well as to support others. We are physically separate entities but we can’t develop in isolation” (p. 18). Recently, Vietnamese universities as well as other ones in foreign countries have been widely using the teamwork skills. To investigate thoroughly this mater, in this study, university students’ studying in group was explored. The problems occurring during the teamwork process are inevitable (Longman & Atkinton, 1988). However, this mini research only concentrates on the advantages of team after students use teamwork skill to finish their tasks.

Materials and methods

In order to gather data for the study, a questionnaire was designed because of its advantages. For example, we can investigate on a large scale in a short time and do not need any special equipment to get necessary information. There are twelve questions including both close and open ended items. The questionnaire was created to find out the ways students learn together, their attitude and the goals they achieve from studying in group.

Before the survey was administered, the questionnaire was tested by students of class 1a08 of Hanoi University. The survey was carried out in March, 2010. It was conducted in four classes in three different language departments of Hanoi University. Sixty students were all selected on a voluntary basis and delivered sixty questionnaires. The respondents answered the questionnaires in their break time. Before they answered the questions, all the queries about points of difficulty were responded and participants then progressed to finish the questionnaire. All the handouts were collected after 30 minutes.

Results and discussion

1. An overview about students’ learning in the group

It is obvious that the number of students studying in group in class made up the highest rate (58). It means that teamwork is considered a teaching method in college. Teachers used teamwork skill to teach in class. It is one of the main reasons why students study in group. This reason is the same as one of six reasons which Johnson (2003) cited by O’Connel and Cuthbertson (2009) listed “understanding group dynamics is central to education” (p. 3). Moreover, second question was made to ask respondents whether they have any difficulty in studying or not. All students revealed that they have trouble studying and they need help from their friends so they have to learn together. It is entirely reasonable as Santrock and Halonen’s opinion, they noted that revising with friends would stimulate you to do reading task and enable you to find out problematic points.

An investigation into students’ frequency of doing teamwork activity was conducted and the result of it showed that the majority of respondents spent much time learning in the group. Nearly half of students (48%) spent more than three times a week studying in group. A similar percentage 45 % practiced from 2 to 3 times a week. It means that a large number of students were aware of the importance of time for learning together. It can be claimed that when members spend much time learning together, they can organize the group more efficiently. According to Santrock and Halonen (1999) have already stated that “effective groups usually work in stages” (p. 38). He also explained that “efficient group accomplish their work in three stages: planning how they work together, solving the problem or exchanging points of view, and reviewing the quality of their work” (p. 39).

2. Students’ attitudes during teamwork process

From the chart above, one fourths (15) of respondents felt that it is normal to learn together in a group and the rest (45) assumed that studying in a group is an interesting method. None of them felt boring when study in group. It can be concluded that many students are attracted by this studying method. Because in fact, this is an interesting process and it makes learning more active (Longman & Atkinton, 1988).

The investigation into students’ application of teamwork skills in the group showed that the majority of students use necessary techniques when they learn with other people. Of 60 students who were questioned, 28 people sometimes pay attention to their coworkers’ opinions. 20 of them often notice and 10 students always listen to other people’s suggestions. It seemed that students have total responsibility for their group. Longman and Atkinton (1988) claimed that group discussion will be more active if members expound and pay attention carefully to other people.

When being asked about using teamwork skills, 24 respondents said that they often discuss and persuade other members. Particularly, 12 students always ask questions, discuss the objectives of the team and protect their ideas. It is clear that asking, discussing and persuading are the important teamwork skills in teamwork process. Because as far as Longman & Atkinton (1988), “ The purpose of such group is discussion of information. Therefore, learning becomes an active, rather than passive process.” (p. 184).

It is important to share with the team to create an environment of teamwork and it is also crucial to help one’s coworkers, which is the general theme of the team (Keyton, 2002) as cited in the book of O’Connel and Cuthbertson (2009). 22 of 60 students often help their coworkers during the studying process. Likewise, students sometimes give their teammates a hand. The numbers of people who always help other people is high (14 students). It is clear that each individual in the group understood the purpose of team. It goes in line with the findings of O’Connel and Cuthbertson (2009). He said that “Individuals often combine their talents and resources to complete a task, reach a goal or do something they would not be able to do their own” (p 5).

It can be seen from the table, 24 students often participate in group actively, whereas only 8 respondents always join in group activity and up to 16 students rarely do that. It seems that the majority of students are not enthusiastic and they are not aware of the importance of participating actively. The reasons may come from many fields. It may be because of their habit. Maybe they think that it is not necessary to take all the sections on time. It seems that students have misconception of this because according to Longman and Atkinton (1988), arriving on time for all the sections is one of the main responsibilities of group members.

In general, Vietnamese students knew how to apply teamwork skills into group work process as well as the ways to study in group effectively. It is clear that practicing these skills frequently is very important because Levi (2001) reported that it is very essential that members of the team should have social skills and routine to have the best goal when building a group.

3. The advantages of team work

As illustrated in chart 5, among five benefits listed: experiences, learning style, communication, knowledge, confidence, none of 60 students answered that they gain nothing from doing group work. And by choosing more than one answer, the respondents showed their achievement in different angles. Indeed, 50 of 60 students said that they are much more confident after each time they and their friends work together. Students not only feel more confident but also they have more experience, learning style, communication from their coworkers. 35 students gained more experience, 28 students studied the learning style of their teammates, and 40 students admitted that they can develop their communication skill since they learned in the group. It is clear that studying in the group helps the members improve many necessary skills. This conclusion is similar to the findings of Longman and Atkinton (1988) “working in groups adds a vital element to your education. It improves your ability to communicate, develop your project skills, and makes you better at dealing with conflict.” (p. 37). They also said that “effective groups tend to bring out the best in their members.” (p. 39)

As illustrated in the chart, approximately 50 students agreed that it is useful when studying in the group. This number is as four times as the number of students who thought it is a simple method. Particularly, none of them said it is useless. The data indicated that studying in the group seems really useful. It can be proved by benefits students gained from studying in group. The more advantages they gained, the higher they evaluated the group work.

The last question is about students’ opinion about importance of teamwork for their future job. 50 students thought that teamwork skills will play an important role in their job in future. The rest (10) were not sure about that. In fact, teamwork has become a compulsory part of working culture and many businesses now look at teamwork skills when evaluating an employee. It was proved by York, Davis and Wise (2000). They claimed that “today’s competitive business environments where innovation and (spread to market) are crucial, teaming plays a vital business role in bringing key contributors together to focus on join work objectives, common problems and developing innovative solution.” (p. 3). Moreover, Johnson (2003) as cited by O’Connel and Cuthbertson (2009) gave the reason why people should study in group is that: “understand group dynamics is central to creating effective businesses and industries” (p. 3).

Conclusion

In conclusion, this small-scale research has found out some points concerning students’ teamwork in terms of the ways they learn together, their attitudes towards learning in the group as well as the goals they have achieved from studying in the group. Generally, students have realized the usefulness of team work in their learning course. The majority of students applied this learning method to study thoroughly. They used some teamwork skills that will enable team members of the group to work together and achieve the team’s purposes. They appreciated it because it has brought many advantages such as the experience, knowledge, communication, learning style, confidence which they can gain from their friends. If teamwork technique is applied in universities, it is very good for the students themselves in their job in the future. Because teamwork skills are being increasingly used worldwide as the foundation of work today, it will be very useful if students can approach this working style before they graduate from the universities. It is strongly suggested that students should consider team work a strategy to learn and achieve desirable purpose.