Students’ Perception of Group Assignments in Classroom Teaching

Teamwork assessments enrich students’ educational experience by assisting them to graduate with essential skills. This is vital as a recognised set of skills shortages exists among fresh graduates. Since group work provides a more supportive environment than individual work, group learning has become increasingly popular in educational settings. It encourages greater problem-solving skills, critical thinking, responsibility, reasoning, positive interdependence, and a deeper comprehension of the subject matter. However, members' attitudes, views, and willingness to work together affect how a group functions. This study examines their perceptions and opinions about group assignments to better understand the variables influencing their participation. Quantitative research methods were used, employing structured online and face-to-face interviews with students enrolled in EWC661, the English for Report Writing subject. The main results from the questionnaire analysis are: 1) though a few have differing experiences, 63% of the students view their group assignment experience positively; 2) 53% of the students expressed a preference for group work over other assessment methods despite the numerous challenges; and 3) the students develop several strategies to ensure fair contributions from all group members and to manage those who did not fully participate. This study suggests pedagogical enhancements that could enrich students' teamwork experiences during assessments.