EXPLORING GROUP INTERACTION THROUGH TUBB’S MODEL
DOI:
https://doi.org/10.37231/apj.2025.8.2.790Abstract
Abstract: Group interactions play a crucial role in fostering collaborative learning, communication, and teamwork skills among university students. Grounded in Tuckman’s Model of Group Development (1965) and Tubbs’s Model of Small Group Interaction (2012), this study explores undergraduate learners’ perceptions of group interactions across four stages: orientation, conflict, consensus, and closure. The objective is to examine how interaction patterns influence group cohesion, motivation, and learning outcomes. This quantitative research employed a survey design involving 255 undergraduates selected through purposive sampling. A 31-item questionnaire measured four dimensions of interaction using a five-point Likert scale. Data were analysed using descriptive and inferential statistics, with the instrument showing strong reliability. Findings indicated that students reported high engagement and goal clarity during the orientation and closure stages, reflecting effective leadership and collaboration. The conflict stage revealed moderate challenges related to communication and task division, while the consensus stage demonstrated strong harmony but limited constructive feedback. Correlation analysis showed moderate to strong relationships between all stages, particularly between consensus and closure. Overall, effective group interactions were found to enhance motivation, teamwork, and learning satisfaction. However, clearer role distribution and conflict management strategies are needed to optimise group performance. The study suggests structured facilitation, role clarity, and communication training as key pedagogical approaches to strengthen collaborative learning. Future research should explore emotional intelligence and cultural factors that shape group cohesion in diverse learning settings.
Keywords: Group Interaction; Collaborative Learning; Tubbs’s Model; Conflict Management; Teamwork
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