This study investigates the factors that affect the participation of fourth-year Physics students at Wolkite University in team-based academic activities.Collaborative learning is an essential skill in higher education, particularly in scientific disciplines like Physics, where collaborative problem-solving and shared responsibilities are crucial. A mixed-methods approach was used, combining quantitative data from structured questionnaires with qualitative insights from focus group discussions. The findings reveal several barriers to effective teamwork, including lack of motivation, unequal contribution among members, insufficient guidance on teamwork strategies, and limited instructor support. In addition, environmental constraints such as time management and resource availability also contributed to reduced engagement. Based on these findings, a series of intervention strategies were implemented, including training workshops, peer evaluation mechanisms, and enhanced instructor involvement. Post-intervention assessments showed notable improvement in student participation, communication, and task distribution. The study concludes that structured support and clear guidelines are critical in fostering meaningful and equitable participation in team activities. These findings have broader implications for curriculum development and instructional design aimed at enhancing collaborative learning.
| Published in | Science Journal of Education (Volume 14, Issue 6) |
| DOI | 10.11648/j.sjedu.20261406.11 |
| Page(s) | 147-156 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Teamwork, Participation, Motivation, Peer Evaluation Mentor
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APA Style
Tesega, A. (2026). Assessing and Improving Collaborative Learning Practices Among Fourth-Year Physics Students at Wolkite University. Science Journal of Education, 14(6), 147-156. https://doi.org/10.11648/j.sjedu.20261406.11
ACS Style
Tesega, A. Assessing and Improving Collaborative Learning Practices Among Fourth-Year Physics Students at Wolkite University. Sci. J. Educ. 2026, 14(6), 147-156. doi: 10.11648/j.sjedu.20261406.11
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Download@article{10.11648/j.sjedu.20261406.11,
author = {Asmamaw Tesega},
title = {Assessing and Improving Collaborative Learning Practices Among Fourth-Year Physics Students at Wolkite University},
journal = {Science Journal of Education},
volume = {14},
number = {6},
pages = {147-156},
doi = {10.11648/j.sjedu.20261406.11},
url = {https://doi.org/10.11648/j.sjedu.20261406.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20261406.11},
abstract = {This study investigates the factors that affect the participation of fourth-year Physics students at Wolkite University in team-based academic activities.Collaborative learning is an essential skill in higher education, particularly in scientific disciplines like Physics, where collaborative problem-solving and shared responsibilities are crucial. A mixed-methods approach was used, combining quantitative data from structured questionnaires with qualitative insights from focus group discussions. The findings reveal several barriers to effective teamwork, including lack of motivation, unequal contribution among members, insufficient guidance on teamwork strategies, and limited instructor support. In addition, environmental constraints such as time management and resource availability also contributed to reduced engagement. Based on these findings, a series of intervention strategies were implemented, including training workshops, peer evaluation mechanisms, and enhanced instructor involvement. Post-intervention assessments showed notable improvement in student participation, communication, and task distribution. The study concludes that structured support and clear guidelines are critical in fostering meaningful and equitable participation in team activities. These findings have broader implications for curriculum development and instructional design aimed at enhancing collaborative learning.},
year = {2026}
}
TY - JOUR T1 - Assessing and Improving Collaborative Learning Practices Among Fourth-Year Physics Students at Wolkite University AU - Asmamaw Tesega Y1 - 2026/11/02 PY - 2026 N1 - https://doi.org/10.11648/j.sjedu.20261406.11 DO - 10.11648/j.sjedu.20261406.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 147 EP - 156 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20261406.11 AB - This study investigates the factors that affect the participation of fourth-year Physics students at Wolkite University in team-based academic activities.Collaborative learning is an essential skill in higher education, particularly in scientific disciplines like Physics, where collaborative problem-solving and shared responsibilities are crucial. A mixed-methods approach was used, combining quantitative data from structured questionnaires with qualitative insights from focus group discussions. The findings reveal several barriers to effective teamwork, including lack of motivation, unequal contribution among members, insufficient guidance on teamwork strategies, and limited instructor support. In addition, environmental constraints such as time management and resource availability also contributed to reduced engagement. Based on these findings, a series of intervention strategies were implemented, including training workshops, peer evaluation mechanisms, and enhanced instructor involvement. Post-intervention assessments showed notable improvement in student participation, communication, and task distribution. The study concludes that structured support and clear guidelines are critical in fostering meaningful and equitable participation in team activities. These findings have broader implications for curriculum development and instructional design aimed at enhancing collaborative learning. VL - 14 IS - 6 ER -
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