Introduction
This study is aimed at analyzing the possible effect of incorporating the team-learning approach into the overall instructional formats of educators. Specifically, this paper is targeted at analyzing whether or not the retention rates of the entry-level information systems students will be enhanced if and when a team learning approach of instruction will be incorporated in the teachers’ and students’ daily learning plans.
Methodology
As for the methodology, this study used the formed approach of selection and not the random selection, which is commonly used. This is because the researchers realized the need for the students to be accountable for whatever outcome their actions may have hence they are encouraged to do some works individually for the betterment of the group. Also, in every team assignment, there are group interactions wherein every member of the team will be learning something. The students are also asked to provide immediate feedback in the form of individual and group assignments.
This research paper is based upon the principle of team learning which is stated in the table below:
Results
As for the results of this study, students’ retention rates proved to be high and/or increasing with the incorporation of team-learning sections. Students also revealed that they enjoyed working with their teams. There was consistency in the results of every output they provide and the spontaneity of each student-member can be perceived. However, some said that they felt frustrated with their teammates who did not participate well in team activities or did not attend the team meetings. As for the teachers, they said that they recognized that the advantage of having team-learning activities is having a much better attendance of the students. Students seemed to be motivated in going to school and attending their classes.
“Students seemed more motivated because of a sense of obligation to their team.” (Kreie, et. al.)
Also, the instructors noticed that when they started using the team-learning approach as part of their daily class lesson, there was no significant difference in the time that they have to allot for every teaching session. This is even though they had to allow extra time for making quizzes and team assignments. Other comments revealed include (Kreie, et. al.)
