TASK DELEGATION AND COMPLETION CHECKLIST (TDCC) IN SCIENCE RESEARCH TEAM PROJECT

Metchie Mae R. Corpuz-Abenoja

Abstract


The study determined whether Task Delegation and Completion Checklist (TDCC) promoted students’ active involvement in Science Research Team Project. A mixed-method research design was utilized in this study and a total of 32 Grade 12 STEM students of Trento National High School, S.Y. 2018-2019 served as the respondents. With the use of TDCC in achieving students’ main task, results revealed that there was a high level of involvement and the participation of students is complete, even beyond active participation. This implied that the checklist did not give room for free riders in a team. Hence, it allowed students to be involved through delegated subtasks and valued the sense of completion for the team. The emerged themes in Focus Group Discussion (FGD) on the topics of attributes and benefits gained with the use of TDCC were all positive and useful for the students themselves. Generally, the use of TDCC promoted students’ involvement in Research Teams from whichever group, either belonged to Biology, Chemistry, or Physics. It is recommended that research advisers will consider the use of TDCC for students in research team projects, as well as to teachers handling different learning areas that maximize group works to promote student involvement in a team.

 

Article visualizations:

Hit counter


Keywords


task checklist, science research, team project, active involvement

Full Text:

PDF

References


Adebayo, F. A. (2015). Time management and students’ academic performance in higher institutions, Nigeria a case study of Ekiti state. International Research in Education, 3(2), 1-12. Retrieved 10 May 2019 from https://pdfs.semanticscholar.org/4d73/385792ee79b 0f19c3e7f8a2983f8a50296d4.pdf

Aparecio, M. B. M. (2018). Mentoring, self-efficacy and performance in conducting investigatory projects: a mixed-method analysis. Asia Pacific Institute of Advanced Research (APIAR), 4(2), 65-76. DOI: 10.25275/apjcectv4i2edu7. Retrieved 28 May 2019 from https://apiar.org.au/wp-content/uploads/2018/07/7_APJCECT_2018_Edu_v4i2_65-76.pdf

Blumenfeld, P. C., & Meece, J. L. (1988). Task factors, teacher behavior, and students' involvement and use of learning strategies in science. The Elementary School Journal, 88(3), 235-250.

Bocar, A. C. (2013). Difficulties Encountered by the Student – Researchers and the Effects on Their Research Output. SSRN Electronic Journal. doi: 10.2139/ssrn.1612050. Retrieved from 8 October 2018 from https://www.researchgate.net/publication/255967042_Difficulties_Encountered_by_the_Student_-_Researchers_and_the_Effects_on_Their_Research_Output

Castelfranchi, C., & Falcone, R. (1998). Towards a theory of delegation for agent-based systems. Robotics and Autonomous Systems, 24(3-4), 141-157.

Cavanaugh, T., Lamkin, M. L., & Hu, H. (2012). Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course. Journal of Asynchronous Learning Networks, 16(3), 39-44. Retrieved 23 November 2018 from https://files.eric.ed.gov/fulltext/EJ982680.pdf

Chiriac, E. H. (2014). Group as an incentive for learning – students’ experiences of group work. Frontiers in Psychology, 5(558), 1-10. doi: 10.3389/fpsyg.2014.00558. Retrieved 20 November 2018 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4046684/pdf/fpsyg-05-00558.pdf

Clay-Williams, R., & Colligan, L. (2015). Back to basics: checklists in aviation and healthcare. BMJ Qual Saf, 24(7), 428-431. Retrieved 11 May 2019 from https://qualitysafety.bmj.com/content/qhc/24/7/428.full.pdf

Cuartero, O. L. (2016). Impact of Doing Science Investigatory Project (SIP) on the Interest and Process Skills of Elementary Students. International Journal of Multidisciplinary Academic Research, 4(5), 27-41.

Dorling, H., White, D., Turner, S., Campbell, K., & Lamont, T. (2014). Developing a checklist for a research proposal to help describe health service interventions in UK research programmes: a mixed-methods study. Health Research Policy and Systems, 12(12), 2-8. Retrieved 23 November 2018 from http://www.health-policy-systems.com/content/12/1/12

Dweck, C., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. Retrieved 28 May 2019 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.583.9142&rep=rep1&type=pdf

Ekblaw, R. (2016). Effective Use of Group Projects in Online Learning. Contemporary Issues in Education Research, 9(3), 121-128. Retrieved 11 May 2019 from https://files.eric.ed.gov/fulltext/EJ1106897.pdf

Ellis, P. (2015). Leadership and management: delegating for success. Wounds UK, 11(2). 70-71. Retrieved 10 May 2019 from https://www.wounds-uk.com/download/resource/851

Ellis, N., & Loughland, T. (2016). The challenges of practitioner research: A comparative study of Singapore and NSW. Australian Journal of Teacher Education, 41(2), 8. Retrieved 8 May 2019 from https://files.eric.ed.gov/fulltext/EJ1091767.pdf

El-Abd, M. (2017). Preparation of Engineering Students for Capstone Design Experience through a Microprocessors Course. iJEP, 7(4), 91-101. Retrieved 12 October 2018 from https://doi.org/10.3991/ijep.v7i4.6787

Frels, R. K., Sharma, B., Onwuegbuzie, A. J., Leech, N. L., & Stark, M. D. (2011). The Use of a Checklist and Qualitative Notebooks for an Interactive Process of Teaching and Learning Qualitative Research. Journal of Effective Teaching, 11(1), 62-79. Retrieved 26 April 2019 from https://files.eric.ed.gov/fulltext/EJ1092167.pdf

Frykedal, K. F., & Chiriac, E. H. (2018). Student collaboration in group work – Inclusion as participation. International journal of disability, development and education, 65(2), 183-198. Retrieved 8 May 2019 from http://www.diva-portal.org/smash/get/diva2:1139426/FULLTEXT01.pdf

Grima-Farrell, C. (2017). What matters in a research to practice cycle? Teachers as researchers. Springer Singapore. DOI: https://doi.org/10.1007/978-98 1-10-2087-2

Gomez, R. G. (2013). A Project-Based Approach to Enhance Skills in Science Investigatory Projects among Secondary School Students in Northern Mindanao. In The Mindanao Forum (Vol. 26, No. 1, pp. 1-1). Retrieved 28 May 2019 from https://ejournals.ph/article.php?id=7123

Hargreaves, A. (2001). Changing teachers, changing times: Teachers' work and culture in the postmodern age. A&C Black.

Hall, D., & Buzwell, S. (2013). The problem of free-riding in group projects: Looking beyond social loafing as a reason for non-contribution. Active Learning in Higher Education, 14(1), 37–49. Retrieved 9 May 2019 from https://doi.org/10.1177/1469787412467123

Hart, S. R., Stewart, K. & Jimerson, S. R. (2011). The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence. Contemporary School Psychology, 15, 67-79. Retrieved 26 November 2018 from https://files.eric.ed.gov/fulltext/EJ934707.pdf

Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of teaching in travel & tourism, 6(1), 17-39. Retrieved 19 November 2018 from https://www.tandfonline.com/doi/pdf/10.1300/J172v06n01_02?needAccess=true

Hassel, S., & Ridout, N. (2018). An Investigation of First-Year Students' and Lecturers' Expectations of University Education. Frontiers in psychology, 8, 2218. Retrieved 9 May 2019 from https://www.ncbi.nlm.nih.gov/pmc /articles/PMC5790796/pdf/fpsyg-08-02218.pdf

Hongisto, H., & Sormunen, E. (2010). The challenges of the first research paper: Observing students and the teacher in the secondary school classroom. Practising information literacy: bringing theories of learning, practice and information literacy together, 95. Retrieved 10 May 2019 from https://blogs.sis.uta.fi/know-id/files/2010/05/Hongisto_Sormunen_v10_co py.pdf

Lakhani, J., Benzies, K., & Hayden, K. A. (2012). Attributes of interdisciplinary research teams: a comprehensive review of the literature. Clinical & Investigative Medicine, 35(5), 260-265. Retrieved 10 May 2019 from https://pdfs.semanticscholar.org/132a/5abf17f2230 cea68f677b8e24e2cfe733b51.pdf

Leerkes, E. M., & Howell, D. C. (n.d.) SPSS Manual to Accompany Howell’s Fundamental Statistics for The Behavioral Sciences (7th Edition). Comparing Means Using One Way ANOVA. Retrieved 27 May 2019 from https://www.uvm.edu/~dhowell/fundamentals7/SPSSManual/SPSSLongerManual/SPSS Chapter8.pdf

Lin, L. (2015). Investigating Chinese HE EFL Classrooms. Springer-Verlag Berlin Heidelberg. doi: 10.1007/978-3-662-44503-7_2. Retrieved 30 November 2018 from https://pdfs.semanticscholar.org/58c6/798b9afabb6bb1e7df1259123e94425e4d05.pdf

McArdle, G., Clements, K. D., & Hutchinson-Lendi, K. (2005). The Free Rider and Cooperative Learning Groups: Perspective from Faculty Members. Education Resources Information Center, 23(1), 529-535. Retrieved 9 May 2019 from https://files.eric.ed.gov/fulltext/ED492459.pdf

McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11(2), 202-222. Retrieved 26 May 2019 from http://didier-jourdan.com/wp-content/uploads/2017/04/MM-and-Graduates-students.pdf

Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2). Retrieved 23 November 2018 from http://www.readingmatrix.com/reading_projects/miekley /project.pdf

Moreno, C., Mancebo, I., Tarquis, A. M., & Moreno, M. M. (2014). Univariate and multivariate analysis on processing tomato quality under different mulches. Scientia Agricola, 71(2), 114-119. Retrieved 27 May 2019 from http://www.scielo.br/pdf/sa/v71n2/a04v71n2.pdf

Naidoo, N. (2011). What is research? A conceptual understanding. African Journal of Emergency Medicine. 1, 47-48. Retrieved from 23 May 2019 https://www.researchgate.net/publication/265704878_What_is_research_A_conceptual_understanding

Peng, T. Z., & Kamil, B. A. M. (2017). Time Management, Procrastination and Prioritization: A Framework for Service Based Learning Module. e-Academia Journal, 6(2), 60-70. Retrieved 10 May 2019 from https://journale-academiauitmt.uitm.edu.my/v2/images/vol6issue2/PID114_TIMEMANAGEMENTPROCRASTINATION.pdf

Osburg, T., & Istrate, O. (2008). Intel Education initiative. Focus: Roamania. In Proceedings of the 3rd International Conference on Virtual Learning, 403-408. Retrieved 23 May 2019 from http://www.cniv.ro/2008/disc/icvl/documente/pdf/intel/ICVL_intelEducation_paper 01.pdf

Roberts, S. M., & Pruitt, E. Z. (Eds.). (2008). Schools as professional learning communities: Collaborative activities and strategies for professional development. Corwin Press.

Rowlands, K. D. (2007). Check It Out! Using Checklists to Support Student Learning. English Journal, 96(6), 61-66.

Rudawska, A. (2017). Students’ Team Project Experiences and Their Attitudes Towards Teamwork. Journal of Management and Business Administration 25(1), 78-97. doi: 10.7206/jmba.ce.2450-7814.190. Retrieved 20 November 2018 from https://content.sciendo.com/view/journals/jmbace /25/1/article-p78.xml

Rust, F. (2009). Teacher research and the problem of practice. Teachers college record, 111(8), 1882-1893. Retrieved 9 May 2018 http://www.francesrust.com/Site/Publications _files/38_15506.pdf

Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), 107-131. Retrieved 26 May 2019 from https://link.springer.com/content/pdf/10.1007%2Fs11577-017-0454-1.pdf

Schunk, D. H. (2012). Learning Theories, an Educational Perspective (6th ed.). Boston, MA: Pearson Education Inc. Retrieved 8 May 2019 from http://repository.umpwr.ac.id:8080/bitstream/handle/123456789/96/%5BDale_H._Schunk%5D_Learning_Theories_An_Educational..pdf?sequence=1&isAllowed=y

Shakenova, L. (2017). The Theoretical Framework of Teacher Collaboration. Khazar Journal of Humanities and Social Science, 20(2), 34-48. Retrieved 10 May 2019 from http://jhss-khazar.org/wp-content/uploads/2016/11 /2.Lyaila.20.02.2017.2.pdf

Shehadeh, A., & Coombe, C. A. (Eds.). (2012). Task-based language teaching in foreign language contexts: Research and implementation (Vol. 4). John Benjamins Publishing. Retrieved 1 December 2018 from https://www.scribd.com/doc/234627405/Ali-Shehadeh-Christine-a-Coombe-Task-Based-Language-Teaching-in-Foreign-Language-Contexts-Research-and-Implementation.

Spradley J. P. (1980). Participant observation. Fort Worth: Harcourt Brace College Publishers.

Svinicki, M. (2005). Student goal orientation, motivation and learning. Idea Paper, 41. Retrieved 28 May 2019 from https://www.doe.in.gov/sites/default/files/cte/ncteb-studmotiv.pdf

Tarricone, P. & Luca, J. (2002). Successful teamwork: A case study. Higher Education Research and Development Society of Australasia, Inc. 640-646. Retrieved 10 May 2019 from http://www.unice.fr/crookall-cours/teams/docs/team%20Successful%20teamwork.pdf

Teddlie, C. and Yu, F. (2007). Mixed Methods Sampling: A Typology with Examples. Journal of Mixed Methods Research, 1(1), 77-100. doi: 10.1177/2345678906292430. Retrieved 19 November 2018 from http://www.samuellearning.org/Research_Methods/Mixed_Methods_Sampling_Teddlie_and_Yu_2007.pdf

Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public-school teachers. Issues in Educational Research, 28(3), 797-810. Retrieved 8 May 2019 from http://www.iier.org.au/iier28/ulla.pdf

Wash, I. (2014). Goal-Oriented Self-Checklists: Principles, Practice & Evaluation. New Directions in Teaching and Learning English Discussion. 250-257. Retrieved 10 May 2019 from https://rikkyo.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=16149&item_no=1&page_id=13&block_id=49




DOI: http://dx.doi.org/10.46827/ejes.v9i2.4185

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Metchie Mae R. Corpuz-Abenoja

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).