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Advances in Social Sciences Research Journal – Vol. 9, No. 2
Publication Date: February 25, 2022
DOI:10.14738/assrj.92.11866. Asrori, M., & Effendy, C. (2022) The Influence of Collaborative Teaching Toward Graduate Students’ Teamwork Capacity. Advances
in Social Sciences Research Journal, 9(2). 282-285.
Services for Science and Education – United Kingdom
The Influence of Collaborative Teaching Toward Graduate
Students’ Teamwork Capacity
Mohammad Asrori
Study Program of Guidance and Counseling
Faculty of Teacher Training and Education
Universitas Tanjungpura, Pontianak, Indonesia
Chairil Effendy
Study Program of Indonesia Language
Faculty of Teacher Training and Education
Universitas Tanjungpura, Pontianak, Indonesia
ABSTRACT
The objective of this research is to reveal the influence of collaborative teaching
toward graduate students’ teamwork capacity, including four aspects, which are:
sharing, collaboration, concern to rights and welfare of others, and caring to others.
This quasi experimental study was conducted with one group pretest-posttest
design. There are 38 graduate students of guidance and counseling department as
research subjects. Collecting data was conducted by following a Collaborative
Teamwork Inventory. The profile of graduate students’ teamwork capacity was
analyzed by comparing between actual score and maximal ideal score based on the
nomal curve. The effect of collaborative teaching toward students’ capacity was
analyzed by a t-test for paired samples. The findings indicated that collaborative
teaching was effective to increase students’ teamwork capacity. It was proven that
pretest score tend to move towards the “lower level” whereas the posttest score
tend to shift to a “higher level.” The analysis of t-test for paired samples indicated
that t = -26.69 and p= .000. It does mean that collaborative teaching influenced
significantly towards the improvement of students’ teamwork capacity.
Keywords: collaboration, teamwork, group
INTRODUCTION
Escalating global competition, rapid-technological development, and other forms of global and
cultural turbulance have led to dramatic changes in the economic and industrial area of
developed countries and the developing countries. Nowadays, leaders in bussiness and
industry tend to cite the ability to work collaboratively as requisite to success in the worldwide
economic environment.[1] However, research indicated that many students arrive on the
college campus with little or no experience in working as a part of team.[2] Moreover, the
employers indicated that today’s entry-level workers lack this critical workplace
competency.[3] Therefore, developing graduate students’ teamwork capacity is a very
important program in college teaching and learning strategies.
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Asrori, M., & Effendy, C. (2022) The Influence of Collaborative Teaching Toward Graduate Students’ Teamwork Capacity. Advances in Social Sciences
Research Journal, 9(2). 282-285.
URL: http://dx.doi.org/10.14738/assrj.92.11866
Teaching strategies must emphasize that success is more effective of cooperation than
competition and interdependence than independence.[4] In this context, in the modern
management the interdepedence is the highest level of habit that must be developed. The stages
are dependence, independence, and than interdependence. [4] It can be understood due to the
increasingly specialization of sciences and knowledge. So, harmonization of specialized
sciences is very important and highly required.
Teaching strategy that emphasizes on importance of cooperation than competition or
interdependence than independence is also explained.[5][6] They clarify that if making the
account of competition than cooperation can lead students to have a habit of not respectful to
others and against others. On the other hand, cooperation and interdependence tend to lead
students to work with challenges, leadership, management, respect towards others, and
orientation to achievement.
The advantages of collaborative teamwork was proven by Federal Express and Boeing when
restructuring organization.[7] He explained that after implementing the team concept and
collaborative teamwork within its organization, Federal Express reported a 40% increase in
productivity. Similarly, Boeing experienced a decrease of over 50% in engineering problems on
its 777 passenger jet after instituting the team with a collaborative teamwork approach.
The research results on Federal Express and Boeing are more and more important that
collaborative teaching must be implemented and developed in the graduate education.
Collaborative teaching demands the lecturers to help students to: (1) understand how to work
successfully as part of the team, and (2) develop skills to increase their teamwork needed after
they have entered the workplace in the economic or industry area.
Based on the background, this research was conducted to explore in depth the profile of
graduate students’ teamwork capacity and the effect of collaborative teaching towards
increasing students’ teamwork capacity.
METHODOLOGY
There are two reseach variables in this study: (1) collaborative teaching as independent
variable, and (2) graduate students’ teamwork capacity as dependent variable encompassing
four aspects of sharing, collaboration, concern to rights and welfare of others, and caring to
others. This study was conducted in a quasi experimental mode with one group pretest-posttest
design.[8][9] The procedures of treatment include promoting students insight into the
importance of teamwork, forming the teams, helping teams maintain focus through written
aids, distributing responsibilities wisely, promoting accountability and responsibility,
promoting improved or enhanced writting skills, providing initial guidance and ongoing
feedback and using record-keeping forms for organizing and planning by communication
roster, task sheet, meeting schedule form, meeting agenda sheet, end-of-project evaluation
sheet, and providing ongoing feedback.
There are 38 graduate students of Guidance and Counseling Department as research subjects.
Collecting data was conducted based on a Collaborative Teamwork Inventory.[10][11] The
inventory was tried out and had been tested its validity and reliability by Alpha Cronbach
techniques indicating a value of 0.814. The profile of students’ teamwork capacity was analyzed
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 2, February-2022
Services for Science and Education – United Kingdom
by comparing between actual score and maximal ideal score based on the nomal curve. The
effect of collaborative teaching toward graduate students’ capacity was analyzed by t-test for
paired samples.[12]
RESULTS AND DISCUSSION
Profile of Students’ Teamwork Capacity
The profile of students’ teamwork capacity is described and illustrated such as in Table 1.
Table 1. Profile of Students’ Teamwork Capacity
Aspect of Variable Xideal
Pretest Posttest
Xaktual Rank Xaktual Rank
A. Sharing 7230 2169 30,00% (L) 4980 68,88% (H)
B. Collaboration 7230 2750 38,04% (L) 5270 72,89% (H)
C. Concern to right
and welfare of
others
7230 2277 31,49% (L) 5060 69,99% (H)
D. Caring to others 7230 2313 31,99% (L) 5120 70,81% (H)
L =Lower; M = Moderate; H = Higher
Table 1 indicates that before treatment by collaborative teaching (pretest) the graduate
students’ teamwork capacity in team tend to be at the “lower level.” It is proved in the overall
aspects of teamwork capacity. After treatment by collaborative teaching (posttest) the graduate
students’ teamwork capacity in team tend to be at the “higher level” on the overall aspects. It
does mean that collaborative teaching is effective to increase graduate students’ teamwork
capacity.
SIGNIFICANCE OF INFLUENCE OF COLLABORATIVE TEACHING TOWARD GRADUATE
STUDENTS’ TEAMWORK CAPACITY
Testing significance of influence of collaborative teaching toward graduate students’ teamwork
capacity is as illustrated in Table 2 and Table 3.
Table 2. T-test of Paired Samples of Collaborative Teaching
Variable Number
of pairs
Corr 2-tail
Sign
Mean SD SE of
Mean
Petest 30.362 10.678 1.223
38 .110 .326
Posttest 118.210 25.347 2.873
Table 3. Paired Differences of Collaborative Teaching
Mean SD SE of Mean t-value Df 2-tail
Sign
-87.722 26.472 3.102 -26.69 37 .000
T-test result indicates that t-value = -26.69 and p = .000. Hence, null hypothesis (H0) is rejected
and alternative hypothesis (Ha) is accepted. It does mean that collaborative teaching does
influence significantly toward improvement of graduate students’ teamwork capacity. It also
means that collaborative teaching is very effective to increase graduate students’ teamwork
capacity in team. It can be interpreted that after implementing collaborative teaching the