What is the Relationship Between All Stages in Group Work?

Muhamad Saipul Bin Fakir, Hairul Amiza Binti Azman, Azyan Zafyrah Mohd Zahid and Normaizura Binti Mat Rom
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Muhamad Saipul Bin Fakir: Faculty of Applied Sciences, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Hairul Amiza Binti Azman: Faculty of Applied Sciences, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Azyan Zafyrah Mohd Zahid: Faculty of Civil Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang
Normaizura Binti Mat Rom: Centre for Liberal Studies, Akademi Laut Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 2918-2933

Abstract: Group work is widely used in educational settings to enhance student collaboration, communication, and critical thinking skills. However, how well learners progress through the various phases of group growth frequently determines its effectiveness. This study explores learners’ perceptions of the four stages in group work (forming, storming, norming, and performing) and examines the relationships among these stages. The objective is to understand how learners experience each phase and how these stages relate to one another during group interaction. This quantitative study used a 29-item Likert-scale survey instrument adapted from Tuckman’s (1965) model, organised into three main sections. A total of 129 participants from various academic disciplines and both public and private institutions responded to the survey. Findings reveal that learners approach the forming stage with enthusiasm and a structured mindset but face initial challenges, such as trust issues and hesitation in seeking help. The storming stage involves moderate conflict and leadership tension, while the norming stage demonstrates high group cohesion, mutual acceptance, and shared goals. The performing stage is the most positively perceived, marked by enjoyment, productivity, and effective teamwork. Correlation analysis confirms significant positive associations between consecutive stages, reinforcing the sequential and interdependent nature of group development. The study supports established group development theories and highlights the importance of managing group dynamics to enhance learning outcomes. It offers practical implications for educators to design stage-responsive interventions that support student collaboration and success in group-based tasks.

Date: 2025
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