Reasons Of Failure In Semester System

Aniqa Khan BEF2100010

Ayesha Tehreem BEF2100049

B.Ed. SECONDARY (1.5)

DIVISION OF EDUCATION
UNIVERSITY OF EDUCATION
LAHORE

2023
 Reasons Of Failure In Semester System

Aniqa Khan BEF2100010

Ayesha Tehreem BEF2100049

Session 2021-2023

A Thesis submitted to University of Education

In the partial fulfillment of the requirements of the degree of
B.Ed. (SECONDARY).

DIVISION OF EDUCATION
UNIVERSITY OF EDUCATION
LAHORE

2023
In the name of Allah the beneficent and the merciful read!

Read! Thy Lord is most honorable, $most Benevolent,

Who taught (to write) by pen,

He taught men that which he knew not

(Surah Al-Alaq 30:3-5) Al-Quran

 FORWARDING SHEET

“I hereby declare that I have read this thesis and, in my opinion, this thesis is

sufficient in terms of scope and quality of the award of the degree of B.Ed.

Secondary.

Signature:

Name of Supervisor: Dr. Ayesha Saleem

Date:
 I

DECLARATION

I, Aniqa Khan and Ayesha Tehreem hereby state that my B.Ed. (Secondary) thesis
titled “Reasons Of Failure In Semester System” is the result of my own research
except as cited in the references. The thesis has not been accepted for any degree and
not concurrently submitted in candidature for any other degree. At any time if my
statement is found to be incorrect even after my completion of degree the University
has right to withdraw my B.Ed. secondary Degree.

Signature:

Name: Aniqa Khan

Date:

Signature:

Name: Ayesha Tehreem

Date:
 II

CERTIFICATE OF APPROVAL

Accepted by the faculty, Division of Education, University of Education Lahore in

partial fulfillment of the requirements for the degree of B.Ed Secondary (1.5 Years)

Thesis Title: Reasons Of Failure In Semester System

Researcher Name Aniqa Khan Ayesha Tehreem

Registration No. 21-UE-01039 20-UE-00673
Program B.Ed Secondary (1.5 Years)

Session 2021-2023

Supervisor ____________________________
Dr. Ayesha Saleem
Assistant Professor
Division of Education
University of Education, Lahore

External Examiner ____________________________

____________________________
Prof. Dr. Ayaz Muhammad Khan
Director, Division of Education
University of Education, Lahore
 III

ACKNOWLEDGEMENT

In the name of Allah Almighty, the most Merciful and the most beneficent, I
owe all this work to Almighty Allah. Secondly, Countless blessings and Drood-
O-Salaam to the Messenger of Allah Muhammad (PBUH) more than the grains
of sands in all desserts of the world, more than the drops of sea water and more
than the breaths of my whole life. I express gratitude to the Holy Prophet
Muhammad (Peach be upon him) whose thought, wisdom and guidance
brought light into darkness.

I would like to pay my heartiest thanks to Dr. Ayesha Saleem, supervisor of my

research study, who guided me in very right direction for the completion of this
study. It was due to their continuous help and expert advice that enabled me to
complete my research work. I am also thankful to my all teachers who taught
me well with full devotion.

Special regards to my parents who provide me help and love day and night.
This is all because of my parents hard work what I am today at this level. Then
I am thankful to fellow students who help me in various direction in the
completion of this study.

(Aniqa Khan and Ayesha Tehreem )

 IV

ABSTRACT

The Purpose of this study was to identify the reasons of failure faced by the university
students in their semester system in Pakistan. For this purpose basic qualitative research
design was used. The data was collected by 18 participants who faced failure in their
university level in semester system who were enrolled in B.Ed secondary as well as in BS
(Hons) semi structured interviews was conducted with the participants in order to identify
the reasons of failure in semester system. The discourse analysis is used with different
themes to get our findings. Results suggests that majority of students feel pressurized before
examination. lack of preparation , teacher strict pattern of assessment, lack of
understanding among students about teacher, pressure of obtaining good grades and
students absenteeism from lectures as the cause of feeling pressurized at the end. On the
basis of the findings of the studies the recommendation is Fear of examinations should be
reduced in the minds of students by revising their course once and over again.
 V

TABLE OF CONTENT

DECLARATION..........................................................................................................5
CERTIFICATE OF APPROVAL..............................................................................6
ACKNOWLEDGEMENT...........................................................................................7
ABSTRACT..................................................................................................................8
TABLE OF CONTENT...............................................................................................9
Chapter 1 Introduction...............................................................................................1
Statement of the Problem:..........................................................................................4
Research objectives....................................................................................................4
Research Questions.....................................................................................................5
CHAPTERII LITERATURE REVIEW....................................................................6
Advantages of Working in a Group............................................................................9
Groups Stimulate Creativity.......................................................................................9
Benefits for Teachers................................................................................................11
Disadvantages...........................................................................................................15
Covid-19 Impact on Educational Settings................................................................19
Group Work Activities in Cooperative Learning Method........................................25
CHAPTER III RESEARCH METHODOLOGY...................................................29
Research Design.......................................................................................................29
Research Variables...................................................................................................29
Research Subject.......................................................................................................29
Research Instrument.................................................................................................29
Sampling Technique and Research Participants detail.............................................30
Procedure of Collecting the Data..............................................................................30
Interview Guide........................................................................................................31
Interview process:.....................................................................................................32
Data Analysis Technique..........................................................................................32
Ensuring Trustworthiness.........................................................................................32
Credibility (Internal Validity)...................................................................................32
Transferability (External Validity)...........................................................................33
Dependability (Reliability)...................................................................................33
Conformability (Objectivity)................................................................................33
 VI

Ethical Considerations..........................................................................................34
CHAPTER IV RESULTS..........................................................................................35
Thematic Findings....................................................................................................35
CHAPTER V` SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..44
Summary...................................................................................................................44
Findings Against Research Question 1.....................................................................45
Findings against the Research question 2.................................................................45
Discussion:...............................................................................................................46
Conclusion and Recommendation............................................................................47
REFERENCE.............................................................................................................48
 1

CHAPTER 1 INTRODUCTION

Group is collection of two or more persons having diversity or similarities of ideas

and nature gathered upon to accomplish a single common task or common goal there
are different terms in my definition that are defined as Diversity :different people
having different Cultures different economical backgrounds having different type of
thinking to accomplish a single task they can be same in nature but according to
philosophers every person is different from other which very true in general because
the way of looking things of people is different from one another , second key term in
this definition is common Goal that is a key character-tics and main feature of a
Group work the common Goal is something that want to achieve collectively as a
result of collective efforts of peoples So lets look up some definition of Group work
(Ranence Roy, 2020)

Group work is a form of voluntary association of members benefiting

from cooperative learning, that enhances the total output of the activity than when
done individually. It aims to cater for individual differences, develop skills
(e.g. communication skills, collaborative skills, critical thinking skills), generic
knowledge and socially acceptable attitudes or to generate conforming standards of
behavior and judgment, a "group mind". Now in this definition Association and
enhancement of total output are the key terms and following the second lines catering
or recognizing the individual differencing giving respect to everyone opinion and then
development a consensus and a right decision by Developing positive skills and
attitude towards work by setting some norms so output or result after that will be
much better i

So lets taking some definitions of various authors

(Rance-Roney , 2010) describes group work as a classroom practice where “students

work in teams to construct knowledge and accomplish tasks through
collaborative interaction.”
According to (Murphy, 2011), “Social group work is a method of social work that
helps persons to enhance their social functioning through purposeful group
 2

experiences and to scope more effectively with their personal, group and community
problems”.ii

According to (Trecker, 2008), “Group work is a method through which

individuals in groups in social agency settings are helped by a worker who guides
their interactions in programme activities so that they may relate themselves to others
and experiences growth opportunities in accordance with their needs and capacities to
the end of individual, group and community development”.iii

( Middleman and Wood, 2004) have proposed that“ for practice to qualify as
social work with groups four conditions must be met, the worker should focus
attention on helping the group members become a system of mutual aid, the group
worker must understand the role of the group process itself as the primary force
responsible for individual and collective change the group worker seeks to enhance
group autonomy, the group worker helps the group members experience their group
upon termination”.
According to (Brown, 2001) group work is a generic term covering a multiplicity of
techniques in which two or more students are assigned a task that involves
collaboration and self-initiated.

Background and Context : The Corona virus disease 2019 (COVID-19)

emerged in Wuhan, Hubei province of China, where a large number of patients
presented with pneumonia of unknown etiology. Later the disease spread nationwide
and across the world between December 2019 to early 2020. The World Health
Organization (WHO) announced the outbreak of the novel corona virus disease as a
public health emergency of international concern under the International Health
Regulations (IHR) on January 30, 2020, and the disease was declared a pandemic on
March 11, 2020, affecting 169 countries and almost all continents.iv
COVID-19 not only posed serious threats to physical health but also triggered
negative impacts on the social, psychological, and mental health of the population.
Psychological and mental health refers to the state of people in which they realize
their own ability to cope with life stressors. Many factors affect the psychological and
mental health of the population, for instance uncertainty of the illness, social
distancing, self-isolation, and quarantine. A nationwide survey conducted in China on
 3

31 January 2020 revealed that the mean score of the COVID-19 Peritraumatic
Distress Index (CPDI) was 23.65 (±15.45) which inquired about the frequency of
anxiety, depression, phobias, cognitive change, avoidance and compulsive behavior,
and loss of social functioning in the population. Almost 35% of the respondents
experienced psychological and mental health problems (7).v Another survey
conducted in China analyzed the psychological impact of COVID 19 among the
elderly population which revealed that seniors of all age segments have depression
and anxiety issues. (Anadulo Agency, 2020)

Pakistan has been in the state of high alert since February 2020 when the first
case was notified in the country. Government and health professionals advised for
preventive measures to prevent the spread of the disease. These measures were later
intensified with the increasing number of cases and local transmission. The
government implemented complete lockdown, closure of businesses and mosques,
restriction of movements, and working at home to promote social distancing and curb
the spread of disease. These precautionary measures such as social distancing, staying
at home, and lockdown may lead to psychological and mental health problems . A
study conducted in Karachi, Pakistan, in March 2020 highlighted psychological
problems such as increase in anxiety level and fear and changes in the behavior to
ensure safety. (DAWN, 2020)

Studies have confirmed that the outbreak of COVID-19 is associated with

various psychological problems, and these may continue even after outbreak is over.
It is therefore important to estimate the burden of psychological problems and identify
the high-risk groups in the population who may need psychological support during
this crisis. (Burgess & Sievertsen, 2020)

This study was a nationwide survey aimed to analyze the psychological impact
of the COVID-19 epidemic in the general population of Pakistan during the outbreak.
Findings of this study will be helpful in targeting the vulnerable population having
psychological problems and developing a better, scientifically sound and nationwide
strategic plan for comprehensive psychological crisis management (Burgess &
Sievertsen, 2020)
 4

Statement of the Problem:

Corona Virus in December 2019 detected in china city Wuhan becoming a life
threatening disease and started spreading in the whole world. The main reason behind
its severity that it can be transferable between human to human .The world health
Organization Declared the Corona Virus SARS-2 A Global Pandemic in 12th March
2020. This Pandemic effects every aspect and every business of normal human life
that result into Global Crisis. The world started Social Distancing and lockdowns to
avoid human life loss and minimize the spread virus as the only precautions measures
to stop the virus is social distancing and minimize social interaction. These steps have
negative effects on health, business, education and tourism e.t.c. So everyone is
moving toward the Technological inventions including business and Every Sector to
minimize the economical losses. So as School, colleges and universities closing
downs the Educational losses of study are bigger then any other loss as education is
backbone of nay country to success. So Educational Institutions all over the world
Decided to use the Technology for continue student learning process. So After in
education working of students as group has a great impact on students performance
and Social Development, so the pandemic also effects on the working of group as
students feels isolation and go in the individual study no social interaction between
students it means no social development which directly relate to student mind stress.
So the research examine that how covid-19 effects on students group performance?
How it effects on their socialization? And what are the effects of isolation on students
mindset (Education: From disruption to recovery, 2020)

Research objectives

The research as the topic suggest has the following objectives:

1. To Find out the perception of students about working in group during the
pandemic situation.
2. To Find out the issues faced by students in group work during the online
classes (pandemic).
3. To Find out how isolation in covid 19 effects student socialization and group
tasks.
4. To Find out the advantages and disadvantages of Group work during covid 19.
 5

5. So on the basis of the research objectives these are the research question we
are going to target:

Research Questions

1. What are the advantages and disadvantages of group work during covid?
2. What is the perception of students about group work during covid 19?
3. What are the issues faced by the students in group work during pandemic?

Research Aim is to fill the gap about students perception about group work during
pandemic there are different researches on Group work and Works during covid but
Students perception are not tackled before. so we want to fill the research Gap.
 6

CHAPTERII LITERATURE REVIEW

Group work as a learning activity which involves a small group of learners working
togethervi.The group may work on a single task, or on different parts of a larger task.
In addition, (Harris and Sherblom , 2008) define a group as a collection of at least
three and ordinarily fewer than twenty individuals who are interdependent, influence
one another over some period of time, share a common goal or purpose, assumed a
specialized role, have a sense of mutual belonging, maintain norms and standards for
group membership, and engage in interactive communication. From these definitions,
it can be concluded that group work is a learning activity which involves learners
working together in a small team or group to perform a task with the objective is to
give more opportunities for the students. (Zhang, 2020)

Group work, according to (Johnson, 2008), can be classified into three general
types: informal learning group, formal learning group, and study tams or cooperative
based groups. The first types of group work, informal learning groups are clustering
students in a single class session, for example asking the students to turn to their
neighbor and spend two minutes for discussing a question posed to the students. The
informal learning group can be used to focus students’ attention on the materials to be
learned, set a conducive mood In learning, help set expectations as to be covered in a
class session, ensure that students cognitively process and rehearse the material being
taught, summarize what was learned by the students and also before introducing the
next session, and provide closure to an instructional session. (Johnson, 2008)

The second type, according to (Johnson, 2008)is formal learning group. In this
type of group work, the teams are formed to complete a specific task, such as
performing a lab experiment, writing a report, carrying out a project, or prepare a
paper for presentation. The latter type of group work is study teams or cooperative
based group which are long-term groups with stable membership whose primary
responsibility is to provide students with support, encouragement, and assistance in
completing course requirements and assignments. (Johnson, 2008)

Global crises like the COVID-19 pandemic affect all aspects of society,
including collaborative educational and organizational settings. Research suggests
 7

that the unexpected but nearly ubiquitous shift online in both employment (Brenan,
2020), and educational settings (Means & Neisler, 2020)has serious impacts on stress,
wellness, and satisfaction for individuals attempting to achieve their goals online.
However, the focus of most research thus far has been on the individual consequences
of the pandemic in terms of work productivity and mental health (Rettie& Daniels,
2020) What has received less research attention is how crisis-induced shifts to virtual
work impact the processes of collaboration and teamwork, despite calls for research
focused on the pandemic’s impact on the dynamics and performance of what are now
almost exclusively virtual teams (Kniffin, 2020)

The lack of research examining the impact of the pandemic on teamwork is

problematic because team-based work structures are increasing in prevalence and
importance in today’s organizations. Organizational teams are used to address
complex problems (Kozlowski & Bell, 2013) and often used in educational settings to
improve learning outcomes and ultimately prepare students to engage in effective
teamwork in the workforce (Kalliath & Laiken, 2006) Additionally, teamwork is
especially susceptible to the impacts of a pandemic, as teamwork often involves face-
to-face interaction and coordination across people, time, and space, making social
distancing and virtual work a dramatic shift away from typical teamwork contexts
(Brenan, 2020)

Many research findings have shown that group work can give better learning
achievements in teaching and learning. Research finding as (Brown, 2001) mentions
the lockstep approach gives very little opportunity for the student to talk and to
receive input for acquisition. In contrast of 30 students, for example, each student
would only have a chance to speak for 1/30 of period, in comparison with a group of 4
students in which each has an opportunity to speak for ¼ of the period. This is due to
some merits of group work. Among the advantages of the group work, (Brown, 2001)

Institution work generates interactive language In lockstep conventional study

room, trainer talk is extra dominant. instructors supply college students specific
rationalization of grammar, drill the students, and lead entire class dialogue. by using
doing so, the students get much less possibility to exercise the language. They have a
tendency to be passive. only some college students get threat to practice the language
and therefore, the lesson becomes very dull. Small organization affords possibilities
 8

for scholar initiation, for face-to-face supply and take, for practice in negotiation of
meaning, for prolonged conversational exchanges, and for student adoption of roles
that might otherwise be impossible. this is in line with what long and (poter, 2004)
mentions that small organization work generates greater negotiation of meaning than
trainer-fronted sports. (Brown, 2001)

Group work offers an embracing affective weather (Johnson, 2008) in addition

mentions that after the students are in organizations, they sense extra secured. They
can't effortlessly be criticized or insulted. Inhibited students come to be energetic and
vocal in the method of mastering and teaching. In small agencies, they paintings
collectively to attain a positive purpose. By means of working in corporations, college
students’ motivation and self-self belief growth.

Institution paintings promotes learner obligation and autonomy. in comparison

to whole-magnificence activity in which students have a tendency to be passive and
person students loosen up so much and hide themselves in the class, organization
paintings makes college students greater liable for action and development. In small
group, it's miles difficult for them to keep quiet and disguise themselves. (Zhang,
2020)

4). group paintings is a step toward individualizing coaching Small organization can
help college students with mixed skills to perform different dreams. It makes the
instructor smooth to recognize the person difference in phrases of age, cultural
heritage, subject of look at, cognitive fashion, motivation, flair, and character. in
addition to the above advantages, (Brumfit , 2001) mentions that group paintings
gives a ‘naturalistic surroundings’. this means that students in institution paintings are
free from anxiety to test with the target language. that is like when they are uncovered
to a positive linguistic environment wherein they are able to select up the language.
similarly, group paintings minimizes the incidence of those ugly conditions and
maximizes the learning and delight that end result from running collectively. (Jacob ,
2009) additionally touches a few advantages of group paintings in cooperative
learning.

Using group work in the classroom is one of the most widely studied and
widely used teaching methods in the world. Numerous studies have shown the
 9

benefits of collaborative learning in academic performance, communication skills,

and self-esteem. However, our understanding of how group work helps to learn and
why group work only works in certain situations is still limited. And like all teaching
strategies, risks need to be considered. Among teachers, there is a growing debate
about the effectiveness of group work due to laziness, unequal workload, conflict
between students, and loss of focus on work. Therefore, we look at the pros and cons
of using group work in class to determine how it really works. (poter, 2004)

Advantages of Working in a Group

Groups have more information than a single individual. Groups have a greater
well of resources to tap and more information available because of the variety of
backgrounds and experiences.

Groups Stimulate Creativity

People remember group discussions better. Group learning fosters learning

and comprehension. Students working in small groups have a tendency to learn more
of what is taught and retain it longer than when the same material is presented in other
instructional formats (Barkley, Cross & Major, 2005)

Decisions that students help make yield greater satisfaction. Research suggests
that students who are engaged in group problem solving are more committed to the
solution and are better satisfied with their participation in the group than those who
were not involved. (Kozlowski & Bell, 2013)

Students gain a better understanding of themselves. Group work allows people

to gain a more accurate picture of how others see them. The feedback that they
receive may help them better evaluate their interpersonal behavior.

Team work is highly valued by employers. Well developed interpersonal skills

were listed by employers among the top 10 skills sought after in university graduates
(Graduate Outlook Survey, 2010)

The expression “two heads are better than one” certainly has some
significance. Researchers have found that when students are able to work together, for
example in problem-solving work, they are more likely to try different strategies to try
 10

to solve them. They can also quickly learn from a positive and negative response.
Students also learn better by discussing and asking each other ideas and consulting
with each other as this allows them to develop different ideas of how to complete the
task. Studies show that this improves mental regeneration, improves learning,
socialization, and emotional learning as a result. (Burgess & Sievertsen, 2020)

Working in a team can be difficult. Therefore, when students are able to

overcome all the contradictions, pressures, and long hours that come with team
assignments, the result of getting good marks can be very satisfying and encouraging.
Research shows that students who participate in group discussions and engage in
problem-solving tasks are more committed to finding solutions. When they found that
solution, the students reported that they felt more satisfied with their role in making
that decision compared to the students who were less involved. This leads to an
excellent demonstration of their group learning experience. (Harris, 2010)

Collaborative work is an important part of academic life and allows students to

explore complex tasks that they would not have done on their own, enhancing both
their individual learning and learning. This is because teamwork exposes students to
new ideas, thinking styles, and disagreements. This gives students the opportunity to
develop their communication skills, collaborations and provides great power to
integrate different ideas. This not only contributes to a holistic learning approach but
can also contribute to team productivity. (Harris, 2010)

Research has shown that 97% of students report that working in a group
setting has helped them develop their reading and interpersonal skills in some way.
Some students suggested that group work act as a learning process in itself; that is,
they learn in groups by working as a team. Research also shows that group learning
leads to better memory and comprehension. This is because students remember more
in group discussions than when they listen to the same content in an additional
teaching format.

Some teachers argue that conflict during group work can be a good thing as it
represents the knowledge students will have in their future workplaces. Through their
experiences in a highly controlled environment, students learn communication skills
and how to solve socially secure issues. Group work also allows students to develop a
 11

better understanding of themselves and the way their peers view them. By getting
constructive feedback from their peers about how well they did in the workplace and
how well they performed as part of a team, students better equipped to test their social
and moral skills (DAWN, 2020)

Working in a team allows you to explore topics with the views of others. If
you need to discuss a topic and discuss how to handle it, you are forced to listen to
other people's opinions. Their ideas will then influence your personal thinking and
expand your horizons. Your classmates are not just your classmates, and they are your
teachers.

The point of group work is that having a community greatly enhances

learning. Not only must you hear the opinions of others, you must also compare,
compare and contrast their ideas in your own thinking. Perhaps someone else's
opinion will change your mind or show weakness in your views. Only by engaging
with others can your views change.

The point here is not just to change your mind but also to sharpen it. Your
team members are not opponents who want to change their minds. They are
participants in a project where you come together trying to develop a shared
understanding of the topic where the group's last, shared, group view is sharper, richer
and more motivating as a result of collaboration. Group work is great for developing
your deep thinking skills and making you a sharp thinker. (Brumfit , 2001)

So the next time you work in a team, remember this: Listen to what others
have to say and see how their ideas can shape your own. Remember that your point of
view is appealing and should change as a result of communication. At the end of the
group process, you will be smarter and smarter than ever.

Benefits for Teachers

Faculty can often provide more complex, realistic problems for groups of
students than they would otherwise. Group work also introduces additional
speculation in teaching, as groups may look at activities and solve problems in novel,
interesting ways. This can be refreshing for teachers. Additionally, group activities
can be helpful if there are a limited number of active project titles to be distributed
 12

among students. They can also reduce the number of end product educators they have
to rate. Whatever the advantages of teaching, teachers should ensure that they only
assign activities as a group to activities that truly achieve the learning objectives of
the lesson and are committed to participation. Instructors should also be aware that
team projects can add professional work to different areas of the semester and
introduce its own grading complexity. (Brenan, 2020)

In second language learning, interaction with others is widely accepted as the

best way to learn. You will often hear teachers talking about available learning. This
is where the learner is thrown into the public sphere and forced to communicate in
order to successfully navigate the social situation. The purpose of this activity is to
compel the reader in how language works in real life. (Brenan, 2020)

You may not realize it, but the same thing applies to you in all aspects of
group work. Even though, if you are forced to share it with others you learn how to
communicate effectively on a topic. You will learn words and phrases that work well
in explaining something, and you will learn to discard words and phrases that seem
out of place in explaining your point to others. (Brumfit , 2001)

At the end of the group activity, you may begin to explain ideas in a new way.
You can also include new words and phrases in your descriptions of topics. Imagine
if, at the end of a group project, you introduced a topic to a class or teacher and started
using words and phrases that you would not have thought of before working in a
group. Your teacher will be impressed with your improved vocabulary and will be in
a position to increase your grades. (Brumfit , 2001)

Sometimes an expert on the team. This can be frustrating if you do not have
the right attitude about the topic. However, just because you have a lot of experience
in the team does not mean that you will not get much out of team work.

Being a teacher in a group requires you to adjust your knowledge. Even if you
think you know everything you need to know, you will still need to be able to
organize that information well enough to teach people in a way that makes sense to
them. As part of your peer education process, you will find that you need to break
down ideas into easy-to-manage steps. Jerome Bruner used the word ‘scaffolding’ to
describe how a teacher presents information with pieces the size of a bite. He will
 13

continue to bring in a little information until the reader has built up all the information
to fully understand the topic on his own. (Mubarik, 2019)

So, even if you have more experience than your team members, you will still
get a lot out of team work. It will sharpen your understanding of the topic and make
you more professional than ever!

One of the main reasons why many people criticize team work is that you have
to work with people with whom you may have a conflict.

This may simply be because you have a different personality. You may also
have competing study options. If one member of the group is a quiet student, who
likes to read books and does not know anything and the other is an aggressive student,
there may be a conflict of reading habits. This can cause problems in the group.
(Murphy, 2011)

The way to overcome this challenge is to change the way you think. If you are
in a group with a personal conflict, view the learning environment of the group as
your opportunity to develop a real-life experience that is important to manage people.
It is an important skill for cohesive workplace, but also for your real life: many
families find people competing regularly. Taking the lead in a team effort and finding
a way through competing people makes you a better person for the people. Other
ways to find such a challenge may involve organizing the roles of the surrounding
group. Group tasks can include: note keeper, timekeeper, resource investigator, and
coordinator. The note-maker can ensure that everything is discussed in writing;
timekeeper ensures that the team stays on duty and completes all tasks on time, the
resource analyst uses the Internet and the library to gather in-depth group information
and the coordinator ensures that all the views of team members are listened to. Try to
rotate these verses every time the group meets. (Group task structure, 2016)

We often find that we have different abilities from our friends. In fact, we may
have different ways of studying! This diversity of skills can be a great benefit to team
work.

Your interactions with team members who are skilled at certain tasks give you
an opportunity to improve yourself. A team member who excels at teaming up with
 14

group presentations can give the whole group tips on how to improve the final
product. A team member with a research talent can support the team in collecting data
to improve group policy. (Harris, 2010)

Remember that your goal should not be to delegate creative work to a fictional
person and research activities to a research guru. Your goal should be to have team
members teach other team members how to improve in their areas of talent. If you use
team work as an opportunity to see and learn from the talents of others, you will end
up with more skills than just doing a project on your own. Embrace the opportunity to
learn from your peers, discover their unique talents, and embrace their strategies.
Whether it is a new learning tip or details on how to become a better public speaker,
keep an eye on these learning opportunities for your team members. One of the
saddest things about team work for me is that sometimes the final product of a team
project is not exactly what I want. It is difficult for a perfectionist to see ideas and
opinions in the final assessment of a group that you do not agree with. (Harris, 2010)
However, this result is a desirable aspect of team work built into the process.
Allowing someone else's ideas to become part of a shared project leads to ownership
sharing. Everyone needs a little experience in the final product of the team work
process.

The concept of giving and taking on team work is defined as ‘good

interdependence’. Good interdependence means that the group sinks or swims
together. If the ideas of your team members are not included in the group discussion,
their motivation will diminish and you will find that they start putting in a little effort.
This will hurt the team over time. So it helps to make sure that your peers feel that
they are the right person in the group discussion. This ensures team cohesion and
ensures that the team maintains its learning motivation over time. As the study found,
groups that accept positive interactions tend to be more successful than groups that do
not feel ‘in one’.

Negotiation and agreement are the necessities of life. Finding your way should
not be the goal of a team project. Putting a team first teaches you something: it
teaches you about community value, trust in each other and tolerance. These values
are soft emotional skills that will make you a better listener, coworker and student.
 15

Even if group work gives you nightmares, try to focus on the good things. It is a very
useful way to learn and develop new products. That is why universities and
workplaces often use team work conditions. Effective teams help you not only to
develop better storage products and learn more, teach you soft skills and emotional
intelligence that will help you for the rest of your life. Although working in groups
has its advantages, there are also times when problems arise.

Disadvantages

There may be pressure from the group to conform to the majority opinion.
Most people do not like conflict and attempt to avoid it when possible. By readily
acquiescing to the majority opinion, the individual may agree to a bad solution just to
avoid conflict.

An individual may dominate the discussion. This leads to members not

gaining satisfaction from the group because they feel too alienated in the decision
making process.

Some members may rely too heavily on others to do the work. This is one of
the most salient problems that face groups. Some members do not pitch in and help
and do not adequately contribute to the group .One solution to this problem is to make
every group member aware of the goals and objectives of the group and assign
specific tasks or responsibilities to each member. Someone might try to take a party
and tell everyone what they are doing. These kinds of people are not good team
workers. I think one of the biggest problems with the team status is power balance.
Not all people are given the same voice in the group. There is usually one team leader
that everyone does not want. Someone else is taking care of the data. Some people
end up feeling neglected or ignorant. I think one way to fix this is to keep the teams
small, which forces everyone to participate. (Freeman &Greenacre, 2017)

Another problem with teamwork is dictatorship. One person may control and
not allow others to share their knowledge. If you are in a group full of ruling people,
close together, your ideas can be closed to conversation and completely ignored. Also,
ruling or opposing people can interfere with the individual's ability to participate
fully.
 16

Sometimes you find colleagues who don't include anything and do it their way
which is frustrating. When one person rules some students how things are done and
why, but only copy information. Many problems arise when one person is in control,
disliked or unable to trust the abilities of others in the group. This can also lead to
misunderstandings and a lack of cooperation between team members. Simply put, one
person can influence a group in a positive or negative way.

People who are more quiet may not feel comfortable expressing their feelings
and thoughts to the group. (Brenan, 2020)

Silent people who do not speak may not feel comfortable talking to the group.
In this case they are more comfortable talking to T.A. one-to-one. It can be said that
this can still be a good thing because someone who is afraid to speak still has a lot of
opportunity to speak in a group. Some students are shy or reserved and feel
uncomfortable working with others.I would say the worst thing is to forget about one
of the team. I think when people work in groups they should do everything possible to
make sure everyone is involved.It is very easy for someone to just sit back and not
add anything to the group. For this reason, these people can be better off working
alone and in a group setting.Most of the time when I hear that we have to work in
groups I feel uncomfortable. I don't always like meeting new people. I do not know
how they will handle my beliefs and values.Usually when the TA says "Meet in
groups," friends get together quickly and start gossiping uncontrollably, using class as
a fun hour. Shy students, however, are afraid to find a group of "friends." Gradually,
the students met in a relaxed and quiet group. (Burgess & Sievertsen, 2020)

Sometimes a student feels as unwise as other students and allows them to do

all the work. They do not want to choke the research by making a mistake. So they do
not ask questions about how the lab is made and they really miss it. I believe the worst
is the tendency for a team member to get a “do-it-yourself role” in the group. The
inactive member does not contribute to the group discussion, but will still take credit
for the result. I have taken this role many times, as we all at one point in our careers.
There are already situations where people are often left out of groups, for some
reason, but I have not seen much of that. People who are more quiet may not feel
comfortable expressing their feelings and thoughts to the group. (Burgess &
Sievertsen, 2020)
 17

Lastly, when you put students in groups, most hard-working students do all the
work and lazy students do nothing and still get the same grade. This is not good for
those who work hard, or for those who sit in the corner and talk all the time. Not
everyone in the group will take part. Some people rely on others to do the work for
them. These people usually get the same distance, which is bad for people in the team
who did all the work. Sometimes just one or two people in the group take on more
responsibility. This is not good for anyone in the group In most cases team members
will not contribute equally to a project where the whole group receives the same
grade. So if a member is not fully involved he or she may be given the wrong grade.
All team members will not participate equally. In this type of situation, one may feel
that he can take the back seat and let the other members do all the work. This is
incorrect because usually, the group is given one grade, and that may not represent
each member. (Education: From disruption to recovery, 2020)

There’s a lot of misconduct for group work in class, but that’s probably not
what you think. One of the worst things about working together at school is that it
makes planning activities very difficult for the teacher. Teachers should be careful to
design team work so that all participants can participate. Teachers should also
carefully guide group activities and learning objectives and levels. Some learning
objectives are better integrated with group work than others, so teachers should be
careful to establish project-based learning where it is not the most effective learning
strategy for the subject's purpose (Nihalani, P., Wilson, H., Thomas, G., & Robinson,
D, 2010).

Another aspect of project design that requires careful planning is evaluation

and feedback. Evaluation projects and active team work can be challenging,
especially when it comes to fairness in assessing student performance. One way
teachers can deal with this challenge is to develop rubrics for their projects and
discuss rubrics with the class so that expectations are clear For students, one of the
disadvantages of teamwork at school is your growing emphasis on group decision-
making. Students often face disagreements in the planning phase of projects, so
teachers should help students make democratic decisions. Removing excessive
selections will also help teachers make student planning time easier. Having his
students contract team work is another way to avoid the same evils of group work in
 18

the classroom, such as unequal sharing between students. (Nihalani, P., Wilson, H.,
Thomas, G., & Robinson, D, 2010)

It takes more time to work in a group than to work alone. It takes longer to
accomplish tasks when working with others. However, the time spent taking and
analyzing problems usually results in better solutions.Ramirez, M. S. (2005)

When dealing with others, it is natural for disagreements to arise when there is
a wide range of differences. Some students find it difficult to accept criticism from
their peers and find it difficult to approach the board with ideas that are not their own.

In addition, quiet students often have difficulty expressing their views to the
group and may feel uncomfortable working with people they are not used to talking
to. As a result, they may appear to be lazy, creating tension. (Ramirez, M. S, 2005)

Studies show that the presence of conflict in group work can adversely affect
students' enjoyment of the class, hinder their individual learning, and increase their
stress levels.

This is because the students felt that compromising and coming to an

agreement was a very difficult and difficult process. This led to many students
becoming fearful of conflict. (Smialek, T., &Boburka, P. , 2006)

In group work, you will often see significant differences in participation

between different team members. For most group projects, it is common to find 1-2
students taking up most of the work, while other members download for free. This can
lead to conflict and lead to disagreements between different team members -
especially if the student feels that others are being rewarded for their hard work.
Research shows that this is most evident in large groups as people tend to extend the
responsibility of the work to others as the markers usually do not consider each
contribution. At other times, a student may be able to give his peers an answer
without explaining how they did it. As a result, no real knowledge and understanding
has been acquired (Webb, N. M., &Palincsar, A. S. , 2003) When working in a group,
it’s quite common for students to go off-topic, especially if the task involves
discussion. Some students may use that time to gossip, do other tasks, or loaf around.
This results in the group work session being less effective and productive. As a
 19

teacher, it’s difficult to make sure everyone is doing the task they’re supposed to for
the entire session, not just as you approach their table to see how they’re doing. For
some teachers, it feels that they have to micromanage the task in order for the task to
be effective, diminishing the purpose of working in a group. (Webb, N. M.,
&Palincsar, A. S. , 2003)

Working in a team can be time consuming as a student. Not only should

meetings be arranged outside of class hours but they should also be in line with the
schedule for everyone. Especially for sixth graders, this can be difficult because you
are already overly organized. Researchers even argue that whether the time-
consuming process of team work makes a strategy less effective. As a result, further
research is emerging about when to use group work in class and suggests that in
simple tasks, students complete it individually. (Wichadee, S. , 2007)

Not all students learn at the same pace. Some may need more time to fully
understand the work and to consider the information they are being taught. On the
other hand, some students may be grasping too quickly. Therefore, when working as a
team, some students are forced to speed up learning until they learn nothing or use
copying. Otherwise, those who work fast may actually go very fast, trying to move on
to the next job before everyone is ready. This can create conflict as students may
become frustrated with the learning process. (Wichadee, S. , 2007) A variety of
knowledge, experience, skills, competence, interests, character, attitude towards the
work among the group members .

The leader who imposes his/her point of view and diminishes the realization of
other students’ ideas Inability of students to plan their time and take into account
other students’ opinion; Improper division of duties within the group as there are
duties that can be fulfilled easier and faster; Lack of initiative and motivation among
the students to be actively involved in the working process; A possibility to see the
group mates from the negative side (Andersone, 2004)

Covid-19 Impact on Educational Settings

The worldwide outbreak of the COVID-19 pandemic has spread global,

affecting nearly all international locations and territories. The outbreak turned into
first diagnosed in December 2019 in Wuhan, China. The nations around the world
 20

recommended the general public to take responsive care. the public care strategies
have included hand washing, wearing face masks, bodily distancing, and keeping off
mass collecting and assemblies. Lockdown and staying domestic strategies were put
in area as the wanted action to flatten the curve and manipulate the transmission of the
disease (Sintema, 2020)

The COVID-19 crisis has dramatically changed the way people live and work.
Although many studies focus on the negative effects that exist, the positive changes
that can occur in everyday life have received little attention. Therefore, we examined
the real and perceived impact of the COVID-19 disaster on work and personal health,
as well as the effects on mental health (MWB), and self-efficacy (SRH) on German
and Swiss workers. greater than 1 billion children are prone to falling behind due to
school closures aimed at containing the unfold of COVID-19. To hold the arena’s kids
studying, international locations had been imposing far off education programmes. but
a few of the international’s children – specially those in poorer households – do now
not have net get entry to, personal computer systems, TVs or maybe radio at home,
amplifying the consequences of present getting to know inequalities. students lacking
get entry to to the technologies wanted for domestic-based totally learning have
limited method to keep their schooling. As a result, many face the chance of in no
way returning to high school, undoing years of progress made in schooling round the
sector. (Zhang, 2020)

With school closures across 188 countries (as of April 2020), many of them
are exploring opportunity ways to provide continuous training the use of technologies
together with net, tv, and radio. but, access to those technologies is restrained in many
low- and middle-earnings nations, especially amongst negative families. Because of
the lockdown everything gets online so group work also shifts online and online
collaboration are very difficult specially due to technological barriers and we cannot
form a proper norm for group online so covid 19 effects very badly on Group work.
(Brenan, 2020)

Year after being thrown into visual reading, scholars and students agree to
study online and Zoom classes are working, but it is not the same as personal reading.
The benefits of online learning are well-grounded in research, but what often misses
are those opportunities for classroom collaboration (whether carefully constructed or
 21

never seen) where new ideas are aroused and students actually participate. These are
the forces that empower and keep students, as well as professors, interested in
learning. The question, then, is, How does one create meaningful opportunities for
social networking? Even in a flexible environment, where students switch between
personal and interactive internet sessions, the limits of COVID-19 limit interaction.
Students should maintain a physical distance and experts need to consider how- or
how to allow sharing. Some students may have doubts about being close to others or
being in class at all. All of these restrictions limit opportunities for collaborative
learning. The best practices in education change, but good teachers adapt to the
learning environment, and there are ways to create collaboration in your subjects,
promote higher levels of learning, and restore happiness in the classroom. (Senim,
2020)

First, consider your required teaching mode; this will reduce your focus as you
improve your learning opportunities together. Fully online courses will require the
effective use of learning platform tools (i.e., discussion boards, group discussions,
Zoom). There are many current resources available for developing solid online
courses. Books like Professor Teaching and Inside Higher Ed provide many tips on
how to do this. Additionally, the US Department of Education has published an
analysis of the best evidence-based methods of online teaching. Hyflex courses will
require them to be proficient in online learning tools , while using face-to-face
sessions for collaborative learning. Hy-flex sites provide an opportunity to explore the
classroom, creating collaborative working days between personal sessions and
asynchronous online learning sessions. (Ranence Roy, 2020)

Next, consider your space. Depending on your workplace parameters (6-foot

distance, outdoor classrooms, limited room capacity, etc.), you will need to adjust
your expectations to meet your new reality. One of the easiest changes is to reduce the
size of the group. If you usually place four to five students in each group, reduce it to
two to three students. This allows each group to spread out. Maybe you could use an
empty classroom or hallway area to allow for more distance. You can also have
groups that integrate your remote students through the living rooms (make sure your
personal students have their own computers). Instead of circling groups for each
session, keep the same groups for a semester to minimize communication
 22

transmission in the study. Similarly, get group members to work on their desks
instead of getting up and walking around the room. Students can move around in their
chair to talk to their neighbors without getting out of their seats or working
simultaneously on a shared document. Encourage groups to use the chat activity to
“talk” in real time. If students need to be close to a task, limit interaction to 10
minutes or less. Depending on the length of your class, you may have two or three of
these interactions per session. Some collaborative learning is better.Consider the
requirements for the Class. If possible, turn the assignment into a complete PDF
document or a Google document / slides / sheets. This allows group members to
continue working together in class but eliminates the need for shared paperwork. It
also connects distant students. Students who contribute real-time document and oral
presentation create a collaborative learning environment. Document or email chat
activities are also helpful. Try to have realistic thinking moments using websites like
Popplet or Padlet. Make your study more engaging for in-person and visual readers
using Nearpod. Consider whether students can come up with their own ideas, imagine
that they are readily available. If you have to share equipment, make sure you have
cleaning supplies and disinfectant that is easily accessible. Have more cleaning time
on your schedule. (Rettie& Daniels, 2020)

Whether you change your mode, location, or building materials, collaboration

is still possible in this new era of visual and hyflex teaching. Like most good
practices, applying these techniques will not work without forethought and planning.
Leave to consider the assignment of one large group, the end of the lesson to the
interaction of many small groups. The hyflex / virtual learning structure is designed
for independent reading. To overcome this, you need to consider redesigning the
larger group project and focusing on increasing the number of low-level collaborative
structures. The virtual / hyflex model depends on recovery and design. If you go into
a session with a solid plan and talk to the students about it, they will adapt to
situations where new strategies do not work in a planned way.Establishing a good
learning environment within a lesson can be the most important factor needed for
success in creating those meaningful conversations and learning experiences, which
come from collaborative learning experiences. Creating opportunities for learners to
get to know each other is important for student engagement. When students feel
connected to the classroom, they will participate more actively and the empty Zoom
 23

screens will open up again. Personal communication starts on the first day of the
semester but should be encouraged throughout the following weeks. (Sintema, 2020)

Remember, group work should not be a major end-of-course project. Instead,

they are often small, time-consuming group activities that develop greater
relationships between students and stimulate interest and motivation to learn.

Additionally don't be afraid to ask your students for their ideas on how they
will do the job. They are a great resource as they may be able to meet another
successful team activity or suggestions to make the project a success. For example,
our readers told us that Zoom living rooms that last more than five minutes did not
work well because they did not communicate with each other. As a professor, we
thought they were having good conversations but, in fact, they were completing the
work independently while being silenced and having blank screens! After some
honest discussion, we were able to redesign the temporary meeting rooms into a series
of short-term objectives that needed to be completed, as well as to stay in the same
peer groups this semester.

A virtual team is defined as a group of people or stakeholders working together

from different locations and possibly different time zones, who are collaborating on a
common project and use information and communication technologies (ICTs)
intensively to co-create. It can be seen that one of the main characteristics is virtuality,
which implies physical and temporal distance between members and a shared purpose
(Ebrahim, 2009) Another essential characteristic of virtual teams, which differentiates
it from traditional “face-to-face” (FtF) teams is the collaborative use of technology for
work. This has been the result of the evolution of ICTs in this digital age, along with
the trend toward globalization. In VTs there is naturally a geographical dispersion that
entails certain cultural differences and social bonds are more difficult to achieve. All
this generates a series of difficulties for communication between members and
emotional relationships (Duarte and Snyder, 2006)

Virtual teams are affected by a series of factors and phases, which have been
investigated in the literature (Abarca, 2020) and which give rise to different models for
studying and relating them for performance. There are several models of VTs, from
classical ones (powell, 2004)to a recent one (Dulebohn and Hoch, 2017) Others analyze
 24

VTs at the management level (hertel, 2015) and others analyze them as a systemic
Input-Process-Output or IPO (Saldaña Ramos, 2010)This last model is based on others
that studied face-to-face teams (Hoch and Kozlowski, 2014) and proposes adaptations
to the model when studying VT.

Research papers study the factors that influence VTs for virtual team
management models and those that have a significant impact on performance are
chosen and, in turn, are mentioned in the literature. this study has taken into account the
different phases of the IPO model and its adaptation (Gilson et al, 2015) along with the
factors that are organized into Inputs (related to communication and trust), Processes
(task-oriented and socio-emotional) and Outputs (performance).

The interaction between task type and communication and its impact on team
performance has been investigated in the literature (Montoya-Weiss et al, 2005).
Because virtual teams rely heavily on communication technologies to coordinate their
work, it is necessary to examine the relationship between the nature of the task and the
effectiveness of communication that impacts team performance. (Andersone, 2004)

One definition of leadership states that it is when a person gets other people to do
something Leadership is an influential relationship between leaders and followers who
attempt to make changes that benefit their mutual purposes (Kort, 2008)

In VTs, transformational leadership seems to also arise from personality and

communication factors (Balthazard et al, 2009) and can increase performance,
satisfaction (Purvanova and Bono, 2009) and motivation

Clearly, leadership is important for VTs. In one study (Schrott, 2017) it was
found that communication influenced who emerged as a leader. (al, 2012)

So, in time of covid students interaction is minimum so has the adverse effects on
student learning because when student interact with each other they learn in a very
positive manner So in covid teachers provides many way to interact student to remove
this gap .by creating teams or virtual students teams (VT’s) as defined above. (Kniffin,
2020)
 25

Group Work Activities in Cooperative Learning Method

Learning method as one of education component that need understood by the

teacher for the process of learning in the classroom can be effective because by having or
apply methods in the classroom, the students‟ will be more focused in receiving the
material. Teachers can choose the right method for a material (competence) to be studied
or achieved by students. Choosing the right method will be helpful students in the
learning process in the classroom. (Sujjada, 2012) method is a thorough planning for
present language learning materials regularly. (Sinjuda) method is the way that works
system to carry out an assessment activity for achieved the intended purpose. (Saluman,
2012) method of learning is a different way to achieve different learning outcomes with
different conditions. Base on the definition above the researcher can conclude definition
of method is method is one of strategy or method used by teachers in the learning
process in the form of real and practical activities to achieve effective learning
objectives. In this research, the researcher will use the method in group work activity is
about Cooperative Learning. In cooperative Learning method, student work together in
four member teams to master material initially presented by the teacher. Cooperative
Learning is a learning activity conducted in groups consisting of 4-6 people to solve a
problem. In general, cooperative learning is more directed by teachers, where teachers
assign tasks and questions and provide materials and information designed to help
students solve problems. According to (Sutton, 2011) there are five essential elements in
cooperative learning: a. Interdependent between students‟. In cooperative learning
methods students‟ work together to achieve goals .b. Improve students‟ interaction.
Cooperative learning methods will increase the interaction between students‟. The
interaction that occurs in cooperative learning is in terms of exchanging ideas on shared
issues .c. Individual responsibility. Individual responsibilities in group learning can be
student responsibilities in terms of helping students who need help and students not only
imitate the work of their group mates but all students must work together on the tasks
assigned by the teacher. d. Interpersonal and small group skills. In cooperative learning
methods other than required to study the material given, a student is required to learn
how to interact with other students in group. e. Group process. Cooperative learning will
not take place without group process because group process occurs when group members
discuss how they will achieve goals well and create a good working
relationship .Cooperative learning is the cooperation between students, in addition to
 26

encouraging students to express ideas, students also practice to exchange ideas with other
friends and improve student creativity. When students work together to achieve learning
goals, it will motivate them to work harder for mutual success. (IJAZ)

The purpose of cooperative learning method is to give benefits both to

individuals and groups working together to complete academic tasks, providing
opportunities for students from different backgrounds and conditions to respect each
other and teach students skills work together. Cooperative learning is different from
other learning strategies because it can be seen from the learning process that emphasizes
the process of cooperation in groups. The goal to be achieved not only academic ability
but also the element of cooperation for mastery of the material. The existence of this
cooperation is the typical characteristic of cooperative learning. (hertel, 2015)revealed
that, there are several characteristics of cooperative learning strategies, such as: a. Team
learning. It‟s mean that, all team members must help each other to achieve the learning
objectives. For that reason, the success criteria of learning is determined by the success
of the team. b. Desire to work together. The success of cooperative learning is
determined by group success. Therefore, cooperation should be emphasized in the
cooperative learning process. c. Skills working together. The desire to cooperate is
practiced through the activity of the tasks assigned by the teacher. Thus, students need to
be encouraged to participate and be able to interact and communicate, so that each
 27

students‟ can convey ideas, express opinions, and contribute to the success of the group.
(Freeman &Greenacre, 2017)

Teacher Activities Convey goals and motivate students The teacher presents all
the lesson objectives to be achieved in the lesson and motivates the students Presenting
information The teacher presents information to the students by way of demonstration or
through reading material. Organize students into cooperative groups The teacher explains
to the students how to form study groups and help each group to do transition efficiently.
Guiding group work and study Teachers guide group learning as they discuss. Evaluation
Teachers evaluate learning outcomes about the material they have learned or each group
presents their work. Give awards Teachers seek ways to appreciate both individual and
group effort and learning outcomes. (Huda, 2017)

The COVID-19 pandemic created a variety of challenges, changes, and

consequences for teamwork—are not unexpected. However, these themes do represent
one of the first formal research documentation of the phenomenon. Additionally, this
research extends previous findings regarding the impacts of the COVID-19 pandemic by
finding that performance-impacting issues such as technological limitations, distractions
in a home working environment, and an overall increase in stressors, not only impact
individuals’ well-being and work performance during the pandemic, but also impact the
ability of teams to interact effectively and achieve shared goals. (Kniffin, 2020)

The implications of the pandemic on performance beyond the individual level are
crucial to consider because the interdependent nature of teamwork is likely to exacerbate
the impact of any challenges experienced. If the pandemic, or any other jarring global
crisis, has a serious impact on an individual working alone, the impact is somewhat
limited to that individual’s progress and goal attainment. However, if the pandemic has a
serious impact on even one team member within a highly interdependent project team,
that impact could trigger a cascade of challenges and changes necessary for the team to
recover from the disruption, even if the majority of the team did not directly experience
that challenge. The challenges for teamwork only get more complex to manage as more
team members are impacted by either the same or different issues (e.g., one has internet
connection issues, another has moved to a different time zone, another is suffering from
severe anxiety around a family member’s health status) and the team must collectively
manage all of these issues at once. In other words, the current research highlights that
 28

within teams, challenges are not occurring in a vacuum, and that these challenges could
interact with and compound one another. For example, when a team member experiences
a challenge while working virtually, it can be difficult for other team members to quickly
recognize that assistance or backup behavior is needed, and perceptions of poor
performance could trigger tensions and conflict that further negatively impact the team.
(Anadulo Agency, 2020)

The challenges brought about by the COVID-19 pandemic are influencing many
different moving pieces at the individual level, and then these individual-level changes
are dynamically interacting to impact the team overall. Although the current data shed
light on the general concept that micro-level impacts can influence the team’s ability to
interact and perform effectively, this research is at the individual level and retrospective
in nature, and cannot fully explore the dynamic interactive processes through which
higher-level impacts are emerging. Future research should take a micro foundation
(&Felin, 2020) or team micro dynamic (Humphrey &Aime, 2020) perspective to
explore how the varying impacts of the pandemic on each individual team member, as
the diverse constituent elements of the team, interact with one another over time to
emerge into a higher-level property of the team that may or may not be functionally
equivalent to its lower-level elements (Kozlowski & Klein, 2020)
 29

CHAPTER III RESEARCH METHODOLOGY

The objective of this study is to investigate the perception and experiences of students in
group work during the covid-19 pandemic online classes, taking into account the extent
to which gender, age, level of education, time living in the university of education
township Lahore relate to students’ beliefs and experiences. For this purpose, the third
chapter describes the administration of the research design, the instrumentation, and the
population sample, along with the procedures and data analysis undertaken.

Research Design

This research was a descriptive qualitative design and conducted to find out the
students perception in learning regarding group work activities during covid-19 related to
online learning. This research also finds the advantages and disadvantages of the group
work and finds out the effectiveness of working in group during pandemic using case
studies (Leki , 2001), interviews (Martine, 2015)and some previous researches. Using
semi-structured interviews, the researcher accessed the participants’ world of the lived
experience and their interpretations of these experience

Research Variables

This research used two variables namely independent variable and dependent
variable. Independent variable in this research was student perception in learning during
covid-19 and dependent variable was group work activities.

Research Subject

This research is based on some previous researches like (Barney &Felin, 2013)
.Literature study mentioned like (Kalliath & Laiken, 2006) Some websites also explore
to find out covid-19 effects on learning and group activities mentioned in references. The
researcher chose this research based on the valid information from previous researcher.
There were several classes that used group work activities .We also design questionnaire
to collect the data about students perception regarding group in covid-19.

Research Instrument
 30

The research instruments used for data collection were Using semi-structured
interviews. The semi-structured interviews used to measure the student perception in
online learning during covid-19 using group work activities. The questionnaire was
measured using Liker scale with five scales. Semi-structure interviews was used to know
the score of Group work.

Sampling Technique and Research Participants detail

we used a randomized sampling technique for selection of various students for

interview regarding the data collection for . Different students are picked randomly
for interview as they are willing to have an interview or not their willingness asked
before if they want to include or not be a part of this research. 50 persons are
connected to call for the interview but only 20 persons are ready to have an interview
time from which 10 persons are selected at random on the basis of their seniorities in
studies like 2 students from M phil or last semesters of their studies. The demographic
information of the participants are listed below:

Participan Gende Ag Degree Semeste Profession

t r e Program r
Person 1 Female 23 MPhil 3 Student
Educational
Person 2 Female 22 MPhil physics 1 Private Teacher
Person 3 Female 21 BS (Chemistry) 7 Student
Person 4 Female 21 B. Ed (Hons.) 7 Students
Person 5 Female 26 B .ed 3 Private teacher
Secondary 1.5
Person 6 Male 27 B .ed 3 Government Teacher
Secondary 1.5
Person 7 Male 20 BS Math 5 Student
Person 8 Male 21 BS IT 7 Working as intern in
Software house
Person 9 Female 23 B. ed 1 Private Teacher
Secondary
Person 10 Female 21 B. ed Hons 7 Student

Procedure of Collecting the Data

In this research semi structured interviews are used to collect that from above listed
selected candidate. Face to Face interviews are conducted in the university by taking
 31

the convenient time of the participants. Pre-planned questions related to the topic
were asked to the students gradually started from general information to in depth
research question about group work during online learning. So data is collected
through interviews and then analyzed through detected method to produce results
from the collected data.

Interview Guide

Different questions were designed to asked from the interviewers according to

the set research objectives and research questions of the study.AS mentioned the
research using semi-structured interviews for data collection specifically. So interview
guide consist of 20 questions started from general information to specific area related
question about their perception about group work during covid-19 online learning.
The Questions are divided into 3 categories.

First category related to the general question like greetings starting getting
their background information and demographic information like degree program,
name, age profession and other general information. Second part of the interview to
get the information of individuals the study. The third part included consist of
questions related to covid-19 and online classes moreover more topic related their
perception on group work during covid-19 online classes. And their overall
experience and how they compare the physical classes group working and online
classes group working. Qualitative interviews are structured around three
interconnected questions: main questions and follow-up questions, in order to elicit
the in-depth and comprehensive answers required in a qualitative survey. To examine
and expand on participants' responses, I used open-ended questions, followed by
surveys such as tell me more and please explain.

The interview guide was improved by discussing with some senior colleagues
the quality of interview improved questions more specific related to the topic like that
“what are the problems faced the students related to group work in online learning”
how they interact online to work as team”. “what are their final opinions on group
work during covid-19”. “how can we improve the structure for more effectively
implemented group working during covid-19”.
 32

Interview process:

We conducted semi-structured interview face-to-face mood in university of

education township campus Lahore for collecting data about Perception of Students
Regarding Challenges and Opportunities of Group Work During Covid-19 online
classes. The interview consist of 20 questions pre-planned and some-opened ended
questions to get more information about the topic in depth. The maximum time for
interview is 15 minutes with the leisure time of the participant. The interview is
recorded through taking notes of the important points of the discussion related to the
topic. And then these notes are used to conclude results and analysis of the different
respected opinions.

Data Analysis Technique

The technique use for data analysis in qualitative research of the semi-
structured interview is discourse analysis to analysis the written content on the notes
taken during interviews and aim to reach the result/findings what they actually saying
about group work in covid-19 online learning time. it also used how the written
language used in this situation to make in depth analysis. As with this form of
analysis, it is important to use the original notes that are collected during interview
when analyzing the interview content.

There are four steps are used to deeply scan the interview notes:

1. Read the interview notes clearly with respect to the situation

2. Identify the main variables that support our topic
3. Identify the main ideas construct from themes variables
4. Give the opinion as compare to our research objectives after deep reviewing

Ensuring Trustworthiness

To ensure trustworthiness researcher used the following categories:

Credibility (Internal Validity)

Participants were given the option of refusing to participate in the study to

ensure their credibility. Relationships with participants established. Immediately at
the beginning of each session, participants were urged to be open and honest.
 33

Participants were repeatedly asked to expose a deliberate lie. For detailed answers,
use sufficient research participants describe the subject under consideration from a
personal and professional perspective.

Transferability (External Validity)

Previous findings of the study were reviewed to determine whether the

conclusions were consistent with those of previous research to determine external
validity. A significant amount of information was presented to describe the event.

Dependability (Reliability)

Ensuring the researcher's credibility means that future researchers will be able
to duplicate research, even if the results are not the same. To achieve this, I have
described the structure of the research and the implementation process, thereby
assisting with the operational aspects of data collection and analysis process. The
effectiveness of the investigation method was assessed.

Conformability (Objectivity)

As far as possible, I made sure that the conclusions of the work were the result
of the participants' experiences and thoughts, rather than the qualities and the
researcher of his or her own choice. It was written thoughtfully in which the author
acknowledges the beliefs that underpin research decisions and processes. Give me a
detailed description of the investigation. This will allow future observers to track
research progress.
 34

Ethical Considerations

The Research focuses the following ethical issues:

Time During Study Type of Ethical Issue

Process
Before conducting I selected a site that has no stake in the study's conclusion.
the study
University approval was sought.
Beginning to The purpose of the study was to find out the student’s
conduct the study perception only not do it public.
Participants were not compelled to sign consent forms under
any circumstances.
It was vital to respect the study web site and to limit
interruptions throughout the analysis process
Analyzing data Participants were not deceived.
Reporting data I recognized and respected power imbalances and
exploitation of participants that could exist.
Participants were not "abused" by collecting data and then
leaving the site without providing it back to them.
 35

CHAPTER IV RESULTS

This chapter consists of findings and discussion of the research. The finding of
the research presents the result of student’s perception on the use of group work
activities in learning. The discussion of the research is further explanation of the
findings. This chapter presents findings related to prospective of students about group
work during covid-19. This chapter contains all themes extracted from this
phenomenological study. The first section deals with the significance of the
Advantages and disadvantages of group work during covid-19. The second section
deals with participants’ knowledge about the main theme their perception about group
work during covid-19. The third section deals with the issue they faced about group
work during covid-19

This chapter addresses the semi-structured interview data from 10 participants

uncovering dominant cross-case themes.

Thematic Findings

A. Theme 1: Advantages and disadvantages of Group work during Covid-19

Many persons involve in research have agreed that Group have beneficial to promote
social interaction remove discrimination and promote diversity in people they have
opinion that during online learning covid-19 have a great impact on studies as well
people move in isolation. . So Some important Notes Taking during interview are
mentioned below as related to the Theme 1:
“Group work have many advantages in physical classes but as concern in
online classes during covid-19 no advantage of group work near me as we
cannot form a group or team state as virtual team with that limited technology
and resource and moreover the students does not know how effectively
communicate with each other as a result whole study structures collapse
during covid-19 no interactions between people only chats and video calls that
are not clear and misguided the group lead complete group leader cannot
judge the feelings and expressions of the desired person sitting online. And
what they want or not. In short no creditability found of group during covid-
19. So we can be a virtual team but its on a single man to carry out whole task
as no teamwork is possible under these circumstances” (Person 6).
 36

“As may as concern online classes a big joke .Studies in these classes student
cannot learn cannot collaborate cannot share their opinion in class as strictly
teacher centered misuse of technology to cheat whole learning process
including group work that were best in physical classes but suffer most during
covid-19. NO achievement is possible in gaining group aim in online classes
during covid-19. So as related to advantages of group work in this situation
nothing but jut more unethical interactions chats misleading cut off from
parents as every time we busy in using mobiles. So more disadvantages are
there of group work in online classes as in university of education only one
person in group who bear the whole burden of the group so no growth
possible and no other advantages to promote talent socialization in these type
of learning mode” (Persons 2).

“Nothing is possible from forming a group to gaining the goal in online

classes. But with help of improve technological usage and removing issues it
could be beneficial and even more. As in physical classes form a group can
tackle more complex problem when two active minds are physically there and
interacting and precept each other ideas face to face more clearly. As in
online classes during covid-19 already students have moved isolation so by
making group in these situations could a good try to active socialization
virtually but our technology does not support our resources does not support.
In my opinion group work is not possible virtually but making group is a good
to less stress students in the pandemic” (person 10).

A.1: Subtheme 1: Particularly stated Advantages about group work

“As your question related to its advantages. The students know to use the
technology can be take great advantages from the current technology as many
software’s are up on the internet to support virtual team from to assign role
and responsibilities to managing everyone how to gain the main group goal so
software also provide competitions strategy between group to boost group
outcome in low time. So, in my perspective if students and as well teachers will
provide the trainings of ICT technology, we can take many advantages of
virtual teaming” (Person 8)
 37

“The concept of giving and taking on team work is defined as ‘good

interdependence’. Good interdependence means that the group sinks or swims
together. If the ideas of your team members are not included in the group
discussion, their motivation will diminish and you will find that they start
putting in a little effort. This will hurt the team over time. So, it helps to make
sure that your peers feel that they are the right person in the group discussion.
This ensures team cohesion and ensures that the team maintains its learning
motivation over time.” (Person 1)

The students participate in interviews not found advantages of group expect of

the above two students more students state disadvantages

A.2: Subtheme 2: Particularly stated Disadvantages about group work

“As mostly students moving backward areas where no internet facility or

mainly connectivity problems, they were the serve victim of online learning
they cannot join group classes and virtual tea tasks. They were morally down
as compare to others and they don’t know how to actually use of technology
for connecting so whole infrastructure needed to be improved. sometimes
Curriculum required group tasks teachers were also avoided to make group as
it provides more opportunities for students to cheat and not promote
collaborative learning process as they collaborate but not serious as no check
and balance there” (Person 4)

“NO achievement is possible in gaining group aim in online classes during

covid-19. So as related to advantages of group work in this situation nothing
but jut more unethical interactions chat misleading cut off from parents as
every time, we busy in using mobiles. So, more disadvantages are there of
group work in online classes as in university of education only one person in
group who bear the whole burden of the group so no growth possible and no
other advantages to promote talent socialization in this type of learning
mode” (Person 2)

“The students do not know how effectively communicate with each other as a
result whole study structures collapse during covid-19 no interactions between
people only chats and video calls that are not clear and misguided the group
lead complete group leader cannot judge the feelings and expressions of the
 38

desired person sitting online. And what they want or not. In short no
creditability found of group during covid-19” (Person 6)

“As the reply to disadvantages working in group can be intense. So,

when understudies are able to overcome all the strife, push, and long hours
that come with gather assignments, the conclusion result of getting
a great review can be greatly fulfilling. But at end of online group team
working there was nothing gain” (Person 1)

Theme 2: What is the perception of students about group work during covid 19?

This is main Theme of the research data we use to analyze the results of the research
because the main question To investigate the main Thesis as we wish to analyze
after at end so different people from different department as mentioned above 10
people interview are there so research persons involve in research have agreed that
Group have beneficial to promote social interaction remove discrimination and
promote diversity in people they have opinion that during online learning covid-19
have a great impact on studies as well people move in isolation. . So, some important
Notes Taking during interview are mentioned below as related to the Research
Question 2:
"According to my perception we cannot move forward without technology but
in the case of the pandemic students does not learn any much because some
students from remote Some people from the remote areas are not able to
connect to the Internet during online classes so I think the operation of
technology is the main thing we can focus on to promote the education
structure if we want to uh have a online class but in a in term of groups and
teamwork uh cannot be made effective during online modes of education
because students cannot be collaborate with each other to accomplish the goal
team leader cannot specify the roles to the participants of the group And no
one focus on the group aim doing online work as respect to student and the
students worries about COVID during COVID-19 but some students and that
have beneficial technological use can Create a good team and can carry the
group aim so as my suggestion the technological training for both teachers
and students are drastically needed at all for making group work effectively at
second time of the pandemic whenever it is some teachers were making groups
during COVID-19 some rules to the students by students with connectivity
 39

issues students with home issues students with illness issues are not becoming
part of the team so a whole study loss occurs during COVID-19 in my opinion
last thing I want to add the food can be proved to add to specific software that
are rated by the Internet such as team viewer to manage team roles and
manage team aim and teamwork technology uh is very far in the case of study
but we cannot adopt him because of the training and we don’t know even
actually we use it and how to use the technology effectively to promote stop
learning in student to students your solicitation and promote roaming and
promote other advantages of group work. And from my perception it's obvious
a whole learning system collapse during COVID-19 including the group work
because of social isolation and distances doing disease make students less
social active and from less social active the student does not promote any
skills in them so virtual teams are the best solution at the time of the COVID
but because no use of technology we cannot move forward” (person 1)

“Doing COVID-19 everything suffer the business is the man streams of the
societies all things suffers but my perspective more than any loss huge
education loss it’s bigger than any because uh creativity of student does not
promote in Pakistan perspective during COVID-19 online classes because no
group work in many situation Teachers are coming in the class with a
preplanned live video or a record video but from these things creativity does
not promoting students group work is much needed at the time of COVID
because student isolates does not communicate with each other physically so
online communication can be promoted but uh at previous time with COVID it
does not promote by the teacher and if it is something who promote group
learning the students cannot use their technology In the case of university of
education Township campus teachers are not trained as well as students as no
one using the technology From the teachers some group task are there mean
as a group presentations group Assignments but the burden of these
assignments and the presentations is on a single person uh because no it is
physically collaboration end in no way or no use of technology are there to
collaborate so at my point of view the grouper cannot be promoted until we
have a strong grip on technology.”(person 2)
 40

“group work did not promote during COVID-19 because of the many reasons
These are reasons behind it and lack of Internet connectivity lack of
interaction lack of use of technology And obviously main problem COVID-19
which gives stress to student and lack of physical attraction effects students
mind which makes student less socialize obviously parents illness and other
factors related to COVID-19 are reasons for stress for students so some
teachers trying to promote group learning at the time But issues are the
students because of the COVID and limited instruction to each other specially
in their homes they does not suffer it any before and so the forming of the
group at this time is very challenging task for teachers because student with
same mental abilities and habits a teacher cannot recognize them online and
make them into one group and moreover if we made a fun person who is
thinking In east one person who is thinking in the West and that group does
not work at all because of top position of diarrheas they have in mind so
creativity of the group is a big challenge for teachers and after making them
into work also a very huge challenge because no students work because of the
check and balance no check and balance there from teachers side so no grow
font progress during COVID-19 into the my opinion from forming of the group
to end task” (person 3)

“As my perception ready to group work at the time of the pandemic is it can
be good if we promote groups in students because the group makes a student
more good in learning Because the learning process need To complete as
group working at the time of COVID in university of education Township
campus, Students also needed to work in Group where some teachers are
restricted to make groups of the student because according to their point of
view it’s more facilitate students to cheat and as far as assessment after group
we cannot fairly assess the group as single person is working whole time
during group work So other members can get benefit without any work so I’m
going to my point of view it’s not working in online classes”(person 4)

“According to my perspective a big challenge In Group work during COVID-

19 is social distractions which are in mobiles or laptops phones usually like
social medias WhatsApp’s, Facebook, snapchats are the social distractions
that distract student from their studies and not the big hurdles in the process
 41

and these hurdles are same for the group work because when a somebody is
interacting with a team member through WhatsApp another more detract
message has come Within the same window and students cannot focus on their
group aim because of these distractions So outside influences it's always a big
problem because you are in home and your mom or your father is asking for
some work to do from you so can you cannot focus as a team member or even
in learning process or lecture so in my opinion no outside influence can be
deal when a class is happening or a group is working like a virtual
team”(person 5)

“The big challenge for group work was the geographical distances between
the students because they physically separate from each other and interact
only by using E learning facilities and the other challenge for group work Is
managing other team members performance because no way off checking the
other performance and in matter of the students the fact is only one person
work the other will help by searching the topic related material but it is very
rare So managing the group work in COVID-19 Is very hard for the student as
well As for teachers to make groups and check and balance them.”(person 6)

Another unique opinion from the person 10 is as mentioned below

“And the group end goal cannot be achieved during COVID-19 online classes
because lack of responsibilities from the student side who involved in the
group as a member lack of awareness what to do where to do and with the
help of So students are careless and feel more relax about studies and group
and learning which results study loss. Teachers are also responsible at their
end because they are not check and balancing student during the group
assignment and even assessment of these group assignments so teachers are
also found some careless about their duties” (person 10)

Theme 3: Issues Founds related group in covid-19

“In my opinion the group work is most disturb by the social isolation and
physical distances between the students no clarity about what everyone is
saying in the group zoom meeting are also not working because of the internet
issues. If one person does not work in group other strives for his part so main
problem and challenge is physical distances. The second problem is health
 42

issues and emotional challenges because of the pandemic everyone is not

away from a specific assign place no gathering no grooming no socialization
that what is emotionally wrong with student because man is the social animal
need socialization” (Person 1)

“From my point view issues like mostly connectivity can lead to group task
disturbance. Non-Seriousness of other students also effect whole structure of
the group. Most students found non-serious in group work and burden is on a
single person” (Person 2)

“I think the operation of technology is the main thing we can focus on to

promote the education structure if we want to uh have a online class but in a
in term of groups and teamwork uh cannot be made effective during online
modes of education because students cannot be collaborate with each other to
accomplish the goal team leader cannot specify the roles to the participants of
the group And no one focus on the group aim doing online work as respect to
student and the students worries about COVID during COVID-19 but some
students and that have beneficial technological use can Create a good team
and can carry the group aim so as my suggestion the technological training
for both teachers and students are drastically needed at all for making group
work effectively at second time of the pandemic whenever it is some teachers
were making groups during COVID-19 some rules to the students by students
with connectivity issues students with home issues students with illness issues
are not becoming part of the team so a whole study loss occurs during
COVID-19 in my opinion last thing I want to add the food can be proved to
add to specific software that are rated by the Internet such as team viewer to
manage team roles and manage team aim and teamwork technology uh is very
far in the case of study but we cannot adopt him because of the training and
we don’t know even actually we use it and how to use the technology
effectively to promote stop learning in student to students your solicitation and
promote roaming and promote other advantages of group work. And from my
perception it's obvious a whole learning system collapse during COVID-19
including the group work because of social isolation and distances doing
disease make students less social active and from less social active the student
does not promote any skills in them so virtual teams are the best solution at
 43

the time of the COVID no group work in many situation Teachers are coming
in the class with a preplanned live video or a record video but from these
things creativity does not promoting students group work is much needed at
the time of COVID because student isolates does not communicate with each
other physically so online communication can be promoted but uh at previous
time with COVID it does not promote by the teacher and if it is something who
promote group learning the students cannot use their technology In the case of
university of education Township campus teachers are not trained as well as
students as no one using the technology From the teachers some group task
are there mean as a group presentations group Assignments” (Person 3 )

“in my perspective respect is huge factor and respect for diverse thinking
during virtual group meetings because sometimes the shinning students think
that no one is better then them in group so they not respect other opinion
which may be not suitable for producing group work and getting group aim at
the end” (Person 5)

“The students lack of attention and lack of freshness because they are all time
in the home in their beds also lead group work disturbance” (Person 6)

“Outside Factors like some time parents call for work and any other
emergency disturbance also be a factor to disturb the pace of group working
as emergency situation every time in pandemic. And students mentally not
prepared to work in the group they don’t how they colleagues behave with
each other. Even some time serious ethical issues arise and which lead to the
group work disturbance. (Person 9)

“The lack of responsibilities from the student side who involved in the group
as a member lack of awareness what to do where to do and with the help of So
students are careless and feel more relax about studies and group and
learning which results study loss. Teachers are also responsible at their end
because they are not check and balancing student during the group
assignment” (Person 4)
 44

CHAPTER V` SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents findings related to the Perception of students regarding

challenges and opportunities of group work during covid-19. The first section deals
with a summary of this study. It includes the whole research process, purpose, and
objectives of this study in brief. The second section deals with a brief analysis of data
in relation to the research question. The third section deals with the findings of the
study. The fourth section of this chapter deals with the suggestion part. This section
has recommendations for policy makers, and it has also suggestions for future
researcher

Summary

This study used a qualitative method of investigation for understanding

Perception of students about group work during-19, which relied upon the semi-
structured interviews of 10 students from different departments from university of
education township campus Lahore. In qualitative design, this study specifically used
multiple case study design to understand attitudes in natural settings and to acquire
the knowledge related to the objective of this study. Purposeful sampling of
interviews was employed because the researcher wanted to gain an understanding of
phenomena from a group of students who experienced that phenomenon.. The
researcher interviewed 10 participants from the different departments. Further,
interviews were transcribed in English by the researcher for the analysis of the
collected data. The data analysis was guided by three research questions:

1. What are the advantages and disadvantages of group work during covid?
2. What is the perception of students about group work during covid 19?
3. What are the issues faced by the students in group work during pandemic?

This study used a qualitative multiple case study research design, which
focused on contemporary events in natural settings. All interviews were conducted
face to face in the university of education township campus Lahore. Participants were
encouraged to express their feelings and views freely. The average time of an
interview was 10 minutes. Data related to questions were analyzed through themes.
 45

Findings Against Research Question 1

So after the analyzing and scanning the interviews notes deeply it was found
that 8 persons of 10 have said that no advantages of group work or virtual teams of
students were found during online classes in covid-19. So only two participants said
that we can take bundle of advantages from technological change and promote a
environment of competition between groups of students it was also said that teachers
were not able to adopt the new technology as well as some students specifically
students with background areas that has restricted or issues in internet connectivity so
over 80% of our interviews answer that no advantages has been seen so far during
related to group during online classes in covid-19 remaining 20% said that some
where we found advantage in some cases with students who efficiently use
technology but with improvement of structure we can get immense advantages.
Teachers are coming in the class with a preplanned live video or a record video but
from these things creativity does not promoting students group work is much needed
at the time of COVID because student isolates does not communicate with each other
physically so online communication can be promoted but uh at previous time with
COVID it does not promote by the teacher and if it is something who promote group
learning the students cannot use their technology In the case of university of
education Township campus teachers are not trained as well as students as no one
using the technology From the teachers some group task are there mean as a group
presentations group Assignments.

Findings against the Research question 2

After Analyzing the whole content of the takes notes during interviews I’m
done nine out of 10 students says that no technological help and Internet connection
issues student carelessness teachers carelessness toward their duties and assessment of
groups And the big reasons that group work was not promoted during COVID-19 as
the result the learning process suffers a lot and student growth stops during COVID-
19. The main Finding from above analysis is to train and prepare situation mentally
and motivated them for involve in e learning technologies
 46

Discussion:

In this chapter we summarize our key findings of the research then compare to
the research hypothesis acknowledge if the hypothesis incorrect and then we were
place of study under the light of other studies Discussed the future work and take
away with a final note. So, It was the qualitative research we were conducted semi
structure interviews to get data and use thematic disclosure analysis to get results. Our
first Finding of the study was students got no advantages of group work during covid-
19 in university of education because there is no proper infrastructure to manage the
group work and online classes. That Finding was in accordance with our first
hypothesis that student may find more advantages of online group during covid-19 but
it was proved wrong after that research as stated may advantages of technological
team work like more control on group work, more completions among teams and
more easy and efficient way to communicate with no barriers (Harris, 2010) but at
that scenario no advantages were found under because of the lack of facilities and
trainings. As in Virtual team work there are many advantages as it promote
collaboration and learning diversity ( (Allen Brown, 2017) but as in online mode of
learning no collaboration between group members and no respect for diversity found
in students as they cannot get clear perception of other’s opinion. We found many
drawbacks as internet connectivity issues, outside influences lack of training of
students and teachers to use technological resources and respect issues with group.
Lack of seriousness with group members to achieve group task is found the biggest
drawback. The second hypothesis was there exist certain issues group work during
covid-19 by students. SO the finding support of hypothesis strongly because the
students argued that lot of things effect group performance of students during covid-
19. The main reason was no check and balance from the teacher’s side. Students were
not unaware of the usage of technological resources for teamwork. As in virtual
teaming students were group to promote socialization and members learned how to
work as team. (Ms Cassandra J Smith , 2014) But in online classes no socialization or
virtual socialization did not serve the aim of group work .So Group work between
students did not worked because of technical issues and limited technological
resources access. Students and teachers can gain the all technological advantages and
make group work more engaging if proper trainings will be provided to them and after
 47

removing technical and technological issues. Because technology is the need of the
hour.

Conclusion and Recommendation

In this part of the study we have to draw a conclusion on the basis of our
research findings and discussion’s. The research main theme was to got perception of
students regarding challenges and opportunities of group work during covid-19 The
other sub-themes were to found out advantages and disadvantages of group during
covid-19 and issues students have faced during covid-19 related to group work. So
after results and discussions it’s concluded that students have generally same type of
perception against the main theme as they have no use of students group working
during covid-19 because of some issues. The issues were : No proper trainings of
teaching and staff newly available teamwork software’s. No sensitization of virtual
team work with in students by the organization. Limited or some time no
resources( internet connectivity ) for accomplish group work. Lack of seriousness
within students because of no check and balance of group work or team task from the
teachers side. So lack of seriousness in teacher attitudes also observed. On other hand
health issues with students and teacher during pandemic also made group task
difficult to achieve. Beyond of these hurdles, some important recommendations were
also noted as : Teachers and students must got trained of how to use the latest
technological software’s about teamwork to got the maximum benefits of virtual
group working. Teachers can also track the performance of each group member by
using these software’s. organization must sensitize students to get prepared for virtual
group working mentally. Motivation’s related to group work must induce with in
students. Government Should take steps to remove the technological barriers( internet
issues) in background areas. Teacher must be checked by the respective department to
ensure as to compliance to their duties as lack or seriousness also found on teachers
ends. Students Group work and each member role must be evaluated properly by the
respective teachers.
 48

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Abdullah, J., Mohd-Isa, W. N., & Samsudin, M. A. (2019). Virtual reality to improve
group work skill and self-directed learning in problem-based learning
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