Department of curriculum and instruction

Department of Curriculum and Instruction / ELT Unit
College of Education
Sultan Qaboos University
Action Research:
To what extant does group work enhance the relationship between
grade nine (9/1, 9/2) students in Aiysha AL Rasybia School?
Done by: Tasneem AL Tubi – 106430
Cooperative teacher: Mss.Maryaam AL-Kindi
Course code and name: CUTM4500 - Teaching practice
Practicum school: Aiysha Al Rasybia for Basic Education (5-9)
Supervisor: Ms. Nada Al Washahi

1 Abstract.
This study aims to examine the effectiveness of group work in improving relationship
among grade nine students. The study analyses data, which are collected through
distributing one questionnaire. The questionnaire is targeted sixty-eight female
students from grade (9/1, 9/2) in Aiysha AL Rasybia School for Basic Education (5 -
9). For the findings of this study, they shows that, there is an essential improving in
the relationship among grade nine students via using group work. Moreover, there are
more sense of understanding and accepting of other between grade nine students
through using group work. It is recommended to increase the amount of using group
work activities to improve the relationship between students. For further research,
applying different types of group work activities is needed to compare the rate of
influencing of each one on increasing relationship between students.
Key words; Group work, classroom management, relationship, understanding other,
diversity, activity, positive atmosphere.

2 Introduction
English is nowadays a widespread language. Since it is the language of
communication around the world. For Its importance and benefits, it has been
included in the basic curricula of education. All students in Oman study English at all
levels. Teaching English is focused on four skills: reading, writing, listening, and
speaking. For that, English language teachers provide different ways and activities to
develop the skills of the students. Each teacher has his own area of creativity and
innovation in applying various skills within the classroom.
Education today is largely based on diversity in the presentation of activities within
the classroom. There are two basic types of activities that a teacher can apply:
individual activities, and group work activities. Individual activities aim to empower
students about a particular skill, as the focus is only on each individual. While group
activities aim at evaluating and collaborating a group of individuals within the
classroom in order to implement a particular activity. Where students are divided into
groups ranging from four to six within the classroom. Each group has three to six
students ( Molyneux, 2001).
The application of group activities enhances teamwork. As it contributes to
strengthening academic level of students in general. Students also collaborate in
harnessing their abilities and knowledge in implementing activities within a specific
period. As Cohen, (1994) states that cooperation in the application of a particular
activity shortens the time and facilitates the process. Collective activities today are
one way of installing information. It is also one of the effective ways for a teacher to
ensure that students understand the skill to be applied.
In fact, today's teachers seek to expand the use of group activities. Because the
benefits and importance of the implementation of collective activities are not limited
to the academic and cognitive development of students. The teacher's use of group
activities develops the social skills and human relationships of students (Gottschall
and Garcia. 2008). Creating a positive social environment and building friendly
human relationships among students in their different environments and backgrounds

helps to create a comfortable and effective learning environment. Human need for
communication instantly. It is also a basic requirement in every human life because
human being in this life needs to develop communication skills and accept others
(Landy, 1989).
It is very significant for all teachers to recognize that school is not only a place to
teach, but it is a place for developing different skills. Because these skills boost the
need values , and success to face the outside world. As the classroom is a miniature
world, it reflects the larger outside world. Activities must be implemented to develop
communication skills among students. Therefore, the best way to practice
communication skills, accept others, and work with them, is through applying group
activities (LePine, et, al. 2008).
3 Problem Analysis;-
What I have noticed before we begin to apply group activities to the behavior of grade
nine students (9/1, 9/2) is that their behavior is unacceptable. One day a female
student, who used a derogatory term to describe her classmates, as the students
exchanged insults in an aggressive manner, surprised me. One day there was a fierce
fight between two students. However, it developed and overcame beyond normal
.they begun the beatings and exchange of punches, slapping and biting. I amazed and
wonder how this happens in the schools of female students. Another, situation is that
some students convert to a student from a foreign community. They always felt
different from her, and she had to stay away from them, even though she was a nice,
creative and fluent English-speaking student. The cooperative teacher and I decided to
intensify the use of group activities. Make students recognize each other more, and
accept others better. Since we applied group activities intensively each lesson, we
applied about two activities to four group activities per share. There was a big change
among the students, as they began to accept others and to understand each other,
making their relationships much better. Therefore, through this study, we want to see
to what extent students have felt that the application of group activities has further
strengthened their relationship.

4- Literature review
activitieslassroomC4.1
A teacher can apply classroom activities in many ways. It is very important that the
teachers use different and varied classroom activities in order to deliver the
information to students. Teachers often rely on their activities to deliver information,
facilitate understanding, install knowledge, or even create pleasure. There are two
types of activities: individual activities, or group activities. Some teachers prefer to
use individual activities while others prefer group activities. Nevertheless, there are
also those who prefer to apply a different set of individual and collective activities
(Celsi, & Wolfinbarger, 2001). It is widely felt that the combination of the outcome of
activities and individuality within the classroom is essential. The uneven use of
individual activities or social activities varies from teacher to teacher. It also varies
from one class to another and from one stage to another. Each type of activity has the
role of achieving the goals of education. No one can deny the importance of applying
group activities during the learning session than individual activities to their broad
role in developing many aspects. As the school is not only the place where the student
receives education, but also the development of life skills, and social aspects. The use
of group activities today is instrumental in the social development of students
Bormann& Henquinet, 2000).)
efinition of teamwork4.2 D
Group work has a number of definitions, where Molyneux, (2001) believes that
collective action is the unity of the members of one team in order to accomplish a
specific work within a specific environment with a clear goal. While, Cohen (1994)
believes that collective action is the participation of a group of individuals in order to
accomplish a task within a specified period. De Vita, (2000) also agrees that
collective action is to be applied by more than one person for the application of an
action. Schoolwork, as Bound, (1988) sees it, can be defined by the work of a group
of individuals in order to implement one of the activities which contributes to raising
the level of academic and social students. For Landy, (1989), he believes that this is

group of three to six students share to solve a learning activity, which strengthens
student relations and raises the level of study among students.
.Types of group activities4.3
For Seethamraju, and Borman (2009) group work was classified into three categories:
management group, action group, and virtual group. The first type, the management
group, refers to the effective and coordinated participation of members of the group in
organizing and performing the work. Where the team is known, consistent and tasked.
While the second type is the working groups, these groups are formed in unexpected
events or contingencies that may occur during the lesson. For example, a teacher may
ask a question, noting that students are not responding, and have to change the
formula from individual to collective work. For the third type, virtual groups are a
group created for a temporary goal for a given time. For example, group members are
rearranged into temporary groups to perform a particular task.
4.4 Benefits of using group work
There are many benefits for using group work to improve the relationship.
irst, cultural diversity4.4.1 F
A student at school must first understand the concept that he does not live alone on
this life. Society does not mean only his family or close friends, or just the people
who live in his city or state. This world is full of diversity and full of different people
and races. Each group has its own individual personality and independent traits.
Students must also understand that human beings are different in order to complement
one another. Differences and diversity are essential in life. Seethamraju and Borman
(2009) point out that the students must grasp the concept started from school, in order
to understand well that the world outside the school wall is large and wide. They must
also realize that they are part of the larger world and have common responsibilities
with others. By applying group activities and teamwork, students will become

familiar with each other and live with different people. Each student within the group
comes from a different environment, different country or region, different family and
education. Extensive application of group activities will let the students' mind basing
on the idea of diversity. In addition, applying the activity to achieve academic goal,
will lead the subconscious mind translates the idea of accepting others and working
with different people with acceptable and positive views (Molyneux, 2001)
The application of collective action, and working with different groups, is a reflection
of the principle of tolerance and accept of difference. Where it is very important to
instill the idea of tolerance with others. In addition, accept that each person has its
own ideas and principles that represent him. Although the other party is different in
color, race or social level, it is possible to mingle with each other and respect the ideas
of others. The difference does not hinder the application of the activity, since the
student can accept the difference of others and tolerate their ideas. In turn, he can
integrate with them and apply various classroom activities effectively (LePine, et, al.
2008).
.Second, the need of communication4.4.2
Developing the skills of communication and contact is today one of the most
important goals of every human being in this life. The value of communication is
essential in humans at an early stage. Therefore, the development of this aspect must
occupy a large and wide scope in the fields of schools. Each teacher must intensify the
use of diverse activities, because group activities are the main gateway to faster access
to achieving harmonious and effective relationships among students. Developing
individual personality and developing their skills in adolescence is critical. As
individual relationships improve with their peers, they gain as much communication
skills as possible. Teamwork strengthens relationships and builds communication
skills. It also prepares students to know how to build relationships with the outside
community. Rather, it prepares students to build their future career based workplaces
based largely on the ability of the person to communicate with others and gain a deep
knowledge of communication with the outside world. What happens inside the

classroom is a miniature world that reflects what will happen to the outside world
(Celsi, & Wolfinbarger, 2001).
The teamwork also instills the concept of cooperation among students. One of the
conditions of the progress and success of teamwork, the existence of cooperation
between the members of the group in order to achieve the work, cooperation
strengthens relations between students. It also creates affection and familiarity among
students. It does not hidden that communication skills are based on cooperation
between the two parties. Therefore, classroom activities play an essential role in
establishing the principle of cooperation among students. In collaboration, individuals
perform better and develop their own skills more deeply. The love of others and the
acceptance of their existence and the need to contact them, lies in achieving the
concept of cooperation ( Cohen, 1994).
Third: the individual and others4.4.3
Molyneux, (2001) emphasis that teamwork, a principle must be applied in all
classrooms, creates the system. Since it is not limited to classroom management, but
rather to create order and internal and external peace with others. The system of
human relations is achieved through the training of students, participation and
collective action. The individual increases the percentage of creativity and desire to
achieve whenever he felt psychological security. Clearly, psychological safety is
known to be a necessary need to achieve different businesses. People cannot work in
an environment that does not feel safe or comfortable. The satisfaction of the group
members contributes significantly to the achievement of various goals. Therefore, one
must try to work with others. It also seeks to understand others and accept them for a
sense of relief.
Group work is a window for others to share their ideas, and the work of students
within groups gives them an opportunity to learn about others and to feel the principle
of equality. Despite social, cultural and academic identification. However, students
feel the principle of equality and they are all able to achieve the objectives of the
lesson. Since, each individual has a point of strength and difference, it is possible that

each student invests his advantages and adds them to what the group needs
Bormann& Henquinet, 2000).)
The consolidation of relationships with others through collective action creates a
positive and productive environment. The more positive the environment was, the
more receptive the students were to achieving activities. As Cohen, (1994) states that
the positive and supportive of others within the team enhances the level of students. In
addition to working with people who are comfortable with them over time. Getting
familiar with others, feeling and accepting love and friendship creates an atmosphere
of pleasure. The energy of love and pleasure is always better. The love of others, and
the love of teamwork, develop as students re-apply group activities. It also contributes
to the achievement of the best necessary human relations.
5 Research aims and questions.
This research aims to point on the role of group work in increasing grade nine
students' relationship. Actually, throughout this research, it is predicted to examine to
which extant does the group work influence on improving the concept of
understanding and accepting other. The findings and answers of this research will be
very beneficial for current and future teachers as well in applying group work to
improve the social relationship among their students.
6 Methodology
In this particular part, the following information about participants, data collection
methods and procedures are demonstrated respectively.
6.1 Respondents
This study is designed for sixty- eight female students of grade nine in Aiysha AL
Rasybia School for Basic Education (5-9). They are from grade nine one and nine

two. There are around 34 students in each class equally. Ninety percent of the
participants are Omani, while ten percent of them are from different countries such as;
Zanzibar, Egypt, Yamane, and Pakistani. However, all of them speak Arabic as first
language and learn English as a foreign language.
7 Data collection and instrument
The data is collected through distributing a questionnaire for grade nine students. This
way is used to examine the effectiveness of group work in increasing the relationship
between the students. This questionnaire is taken a documental paper form. The
statements are stated based on what have been getting through literature review. The
questionnaire will take only 3-5 mints to answer, which sounds reasonable and a
propitiate time. An Arabic translation is provided for each statements.
7.1 Procedure
This questionnaire is designed for grade nine students. The total number of students
were 68. There was 34 students in each class. The questionnaire contained of twenty
questions based on literature review. I gave them hard copy. I decided to distribute
this questionnaire near the end of the semester, at the beginning of December. For
that, at the end of the lesson, I gave them and ask them to answer it.
The statements were written in English, and I provided them with Arabic translation
for each statement since not all students are at the same level in English. So to be
sure, that all of them understand all points and can provide accurate answers. Then for
analyzing, I collected the paper since they took around 3-5 mints to answers. Then
manually I gathered the answers and analyzing them by using tables for each classes.

Discussion8
Applying group work for my students show great change in their
behaviors as I observed so to investigate the effectiveness and to what
extant the students find it within themselves.
8.1 First culture diversity.
Disagree
‫أوافق‬ ‫ال‬
Strongly
disagree
‫بشدة‬ ‫أوافق‬ ‫ال‬
Agree
‫أوافق‬
Strongly agree
‫بشدة‬ ‫أوافق‬
Statements
0%0%30%70%-‫الجماعي‬ ‫العمل‬
‫حاجز‬ ‫اكسر‬ ‫جعلني‬
‫على‬ ‫المسبق‬ ‫الحكم‬
‫من‬ ‫القادمين‬ ‫زمالئي‬
.‫مختلفة‬ ‫ثقافات‬
-Teamwork
made me break
the prejudge of
my colleagues
who coming
from different
cultures.
3%0%58%39%‫الجماعي‬ ‫العمل‬
‫على‬ ‫اتعرف‬ ‫جعلني‬
‫بشكل‬ ‫االخرين‬
.‫أفضل‬
- Teamwork
made me get to
know others
better.
0%0%75%25%‫أتاح‬ ‫الجماعي‬ ‫العمل‬
‫إدراك‬ ‫فرصة‬ ‫لي‬
‫من‬ ‫الثقافي‬ ‫التنوع‬
.‫وتقبله‬ ‫حولي‬
- Teamwork has
given me the
opportunity to
recognize and
accept cultural
diversity
around me.

1%0%55%44%-‫الجماعي‬ ‫العمل‬
‫تسامحا‬ ‫أكثر‬ ‫جعلني‬
‫في‬ ‫صدر‬ ‫ورحابة‬
‫زمالئي‬ ‫مع‬ ‫تعاملي‬
‫الفصل‬ ‫داخل‬
.‫الدراسي‬
- Teamwork
made me more
tolerant and
spacious in
dealing with my
classmates.
0%0%80%20%‫العمل‬ ‫خالل‬ ‫من‬
‫أن‬ ‫أدركت‬ ‫الجماعي‬
‫نقطة‬ ‫لديه‬ ‫شخص‬ ‫كل‬
‫وضعف‬ ‫قوة‬
.‫واختالف‬
- Through
teamwork I
realized that
everyone has a
point of
strength,
weakness and
difference.
1%0%9%90%‫بين‬ ‫وتبيان‬ ‫االختالف‬
‫طبيعي‬ ‫أمر‬ ‫األفراد‬
‫معه‬ ‫نتعامل‬ ‫أن‬ ‫والبد‬
- The difference
between
people is
normal and we
have to deal
with it.
2%0%87%11%‫أتقبل‬ ‫أصبحت‬
‫االخرين‬‫بشكل‬
‫واحمل‬ ،‫أفضل‬
‫شعور‬ ‫اتجاههم‬
.‫والحب‬ ‫إيجابي‬
- I have become
more receptive
to others and
have a positive
and love feeling
towards them.

As the table shows that (70% strongly agree and 30% agree) with first statements
about the role of group work to decrease the prejudge on other. Moreover, (39%
strongly agree, 58% agree and 3% disagree) of students from both classes with the
statement of knowing other better through group work. While (25% strongly agree,
75% agree) with the role of group work to build the belief of cultural diversity.
Furthermore, there are (44% strongly agree, 55% agree and 1% disagree) of students
with the ability of group work to establish tolerance among them. In addition, data
analysis presents that (20% strongly agree, 80% agree) of the students recognize that
they become aware of pints of strength, weakness and differences in each person.
While (90% strongly agree, 9% agree and 1% disagree) that "difference between
people is normal and we have to deal with it." It is also showed, (11% strongly agree,
87% agree and 2% disagree) that they become more lover and accepting for other.
8.2 Second need of communication
Disagree
Strongly
disagree
Agree
‫أوافق‬
Strongly agree
Statements
2%1%93%5%‫أفضل‬‫على‬ ‫العمل‬
‫الجماعية‬ ‫األنشطة‬
‫األنشطة‬ ‫من‬ ‫أكثر‬
.‫الفردية‬
- I prefer group
work to
individual work.
0%0%10%90%‫األنشطة‬ ‫على‬ ‫العمل‬
‫يجعلنا‬ ‫الجماعية‬
‫مما‬ ‫أسرع‬ ‫ننجز‬
‫التعاون‬ ‫قيمة‬ ‫ينمي‬
.‫لدي‬
-Working on
group activities
makes us
accomplish
faster which
increase the
value of
cooperation

among
students.
0%0%95%5%‫لدي‬ ‫أصبحت‬
‫مع‬ ‫أفضل‬ ‫عالقات‬
‫العمل‬ ‫أثناء‬ ‫زمالئي‬
‫الجماعي‬
-I had better
relationships
with my
colleagues
during
teamwork
3%0%67%30%‫أومن‬‫ان‬‫االنسان‬
‫مدني‬‫بطبعه‬
-I believe that
man is a
socialized by
nature
0%0%0%100%‫مهارات‬ ‫ان‬ ‫أدرك‬
‫أمر‬ ‫التواصل‬
‫كطالب‬ ‫لي‬ ‫ضروري‬
- I understand
that
communication
skills are
essential to me
as a student
0%0%90%10%‫جو‬ ‫على‬ ‫االعتياد‬
‫الجماعي‬ ‫العمل‬
‫شخصيتي‬ ‫يصقل‬
‫اإلنسانية‬ ‫وعالقاتي‬
- Getting used
to the
atmosphere of
teamwork is
honing my
personality and
my human
relationships
0%0%50%50%‫جو‬ ‫على‬ ‫االعتياد‬
، ‫الجماعي‬ ‫العمل‬
‫مستقبال‬ ‫لي‬ ‫سيبني‬
‫الوظائف‬ ‫في‬ ‫أفضل‬
‫إلى‬ ‫تحتاج‬ ‫التي‬

‫مع‬ ‫التواصل‬ ‫مهارات‬
‫االخرين‬
- Getting used
to the
atmosphere of
teamwork will
build a better
future jobs that
need
communication
skills
2%0%96%4%‫المجموعة‬ ‫مع‬ ‫العمل‬
‫بأفراد‬ ‫عالقتي‬ ‫نظم‬
‫المجوعة‬
- Working with
the group
organized my
relationship
with the group
members
0%0%70%30%‫زيادة‬ ‫يتم‬ ‫أن‬ ‫اود‬
‫المواد‬ ‫مختلف‬ ‫في‬
‫لدورها‬ ‫الدراسية‬
‫بناء‬ ‫في‬ ‫المهم‬
‫اإليجابية‬ ‫العالقات‬
.‫الطالب‬ ‫بين‬
- I would like to
increase group
activities in
various subjects
for their
important role
in building
positive
relationships
among
students.
Data shows that (5% strongly agree, 93% agree, 1% strongly disagree, 2% disagree)
prefer group work to individual work. Also, (90% strong agree, 10% agree) of
students believe that group work let them achieve faster and increase the
cooperation among them. However, (5% strongly agree, 95% agree) that group work

build better relationship with others. Clearly, data illustrates that (30% strongly
agree, 67% agree, and 3% disagree) respectively, for the statement of recognizing
that "man is socialized by nature". All of students strongly agree (100%) that
communication is an essential skill for them. While (10% strongly agree, 90% agree)
that working within group honing personalities. For the believing on the role of
group work on building a better future jobs that need communication skills, half of
them strongly agree, while half of them agree. For the statement of their belief of
the role of group work in organizing the relationship with the group members, (4%
strongly agree, 96% agree, and 2% disagree) respectively. The students show that
(30% strongly agree, 70% agree) with the thought of increasing group activities in
various subjects for their important role in building positive relationships among
students.
8.3 Third part individual and others.
Disagree
Strongly
disagree
Agree
‫أوافق‬
Strongly agree
statements
0%0%92%8%‫باالرتياح‬ ‫أشعر‬
‫العمل‬ ‫اعتدت‬ ‫عندما‬
‫زمالئي‬ ‫مع‬
- I was relieved
when I used to
work with my
colleagues.
0%0%20%80%‫بالدافعية‬ ‫أشعر‬
‫باإلنجاز‬ ‫والرغبة‬
‫الفريق‬ ‫لينجح‬
- I feel
motivated and
willing to make
the team
succeed.
0%0%20%80%‫بين‬ ‫باألمان‬ ‫الشعور‬
‫يقود‬ ‫المجموعة‬ ‫أفراد‬
‫األمثل‬ ‫اإلنجاز‬ ‫إلى‬
‫للعمل‬

-The sense of
security among
the group leads
to the optimum
achievement of
the work
1%0%39%60%‫تغيرت‬‫تعامل‬ ‫طريقة‬
‫داخل‬ ‫لي‬ ‫االخرين‬
‫في‬ ‫عملنا‬ ‫بعد‬ ‫الصف‬
- The way
others treated
me in class
changed after
working in
group activities
0%0%70%30%‫مشاركة‬‫االخرين‬‫في‬
‫الصف‬،‫امر‬‫مريح‬
- Sharing others
in class, is
comfortable
5%0%95%0%‫اشعر‬‫العمل‬ ‫بقيمة‬
‫تغيير‬ ‫في‬ ‫الجماعي‬
‫العادات‬ ‫من‬ ‫الكثير‬
‫داخلي‬ ‫السيئة‬
-I feel that
group work
change many of
my previous
behaviors.
0%0%95%5%‫العديد‬ ‫تغير‬ ‫الحظت‬
‫السيئة‬ ‫التصرفات‬ ‫من‬
‫داخل‬ ‫زمالئي‬ ‫من‬
‫بعد‬ ، ‫الصف‬ ‫غرفة‬
‫فريق‬ ‫اصبحنا‬ ‫ان‬
‫واحد‬
- I noticed many
bad behavior
changes from
my classmates,
after we
became one
team
0%0%70%30%‫لألخرين‬ ‫الخير‬ ‫أتمنى‬
‫لنفسي‬ ‫أحبه‬ ‫مثلما‬
I like to see
others in better

place as I wish
it for myself..
Table shows that (8% strongly agree 92% strongly) they relived when they work with group.
Moreover, (80% strongly agree, 20% agree) of students that they willing and motivated to
make group succeed. The previous one is quail to the percentage of students who believe on
the sense of security within group work create the optimum of achievement. The
questionnaire shows that (60% strongly agree, 39% agree, 1% disagree) with their
observation that other changed their treatment after working with others. In addition, (30%
strongly agree, 70% agree) they see that they feel comfortable since they get used with
group work. There are (5% strongly agree, 95% agree) that they notice changes in their
mates' behaviors. However, (5% strongly agree, 95% agree) they notice the change within
themselves. While (30% strongly agree, 70% agree) that they like to see others in better
place as I wish it for themselves.
8.4 Results
As the date, analysis shows that there are really, gratifying affects grade nine students
in Aisha ALRaseabia School, in improving the relationship between them. There
misbehaviors among them disappear gradually with using group work activity.as the
literature review proved that group work could improve the concept of diversity and
accepting other. Moreover, it helps to improve communication, which considered as
an essential skill for students. Furthermore, group work activity improve the
atmosphere of love, security and cooperation between students.
Clearly day after day, the misbehaviors and nasty words among grade nine students
have vanished steadily. What was difficult has changed via using group work
activity.
9 Conclusion
Through this study, the influence of using group work in improving relationship
among grade nine students was proved via getting students' impacts via the
questionnaire. That questionnaire was distributed for two classes of grade nine
students in Aiysha AL Rasabiya School. The number of participators was about 68

students. Clearly, the increase of using group work build strong relationship between
students.
9.1 Limitations
This research was faced some limitations when I had applied it. The first limitation
was about time. Actually, I gave it for grade nine one in the seventh period, at the end
of my lesson. On the other hand, I gave it for grade nine two in the third period.
Unfortunately, the third period is always short comparing to other period. For that, I
could not give them the questionnaire on time. Then, I took the permeation of the
following teacher who supposed to teach them for the fourth period. She was very
kind and gave me five mints as an extra time to finish up with them. The second issue
that I faced, that not all of students will understand the statements on English very
well since they differ in their level. For that, I provided them with translation for each
statement. For further research, I will focus on different types of group work to
demonstrate the rate of effectiveness of each one in improving relationship among
grade nine students.
9.2 Recommendations
In this study, It is strongly recommended to increase the using of group work to
improve the relationship between students. Moreover, it is recommended to credit
marks for students to assess their group work. Furthermore, it is will be useful to
design guide book for teachers from the Ministry of Education which contained
different types of group work. This book will help teachers to know more about group
work. It is also, recommended to apply workshop for both teachers and students about
the benefits of group work. For that, they will be aware more about them. In addition,
it is good idea to design a reinforcement board to assess students work through the
lesson and encourage them to cooperate and work together.

Reference
Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small
groups. Review of Educational Research, 64, 1–35.
Gottschall H. and M. García-Bayonas. (2008). Student attitudes towards group
work among undergraduates in business administration, education and
mathematics, Educational Research Quarterly, 32(1), 3-28.
Landy, F. (1989). Psychology of Work Behavior, Pacific Grove, CA: Brooks/Cole.
LePine, J.A., Piccolo, R. F., Jackson, C. L., Mathieu, J. E., and Saul, J.R. (2008).
A meta-analysis of teamwork processes: Tests of a multidimensional model and
relationships with team effectiveness criteria, Personnel Psychology, 61(2), 273–
307.
Molyneux, J. (2001). Interprofessional teamworking: what makes teams work
well? , Journal of Interprofessional Care, 15, 29-35
Seethamraju, R., and M. Borman. 2009. Influence of group formation choices on
academic performance. Assessment & Evaluation in Higher Education 34 , no. 1: 31–
40
De Vita, G. 2000. Inclusive approaches to effective communication and active
participation in the multicultural classroom: An international business management
context. Active Learning in Higher Education 1, no. 2: 168–80.
Bormann-Young, C. & Henquinet, J. (2000). A conceptual framework for designing
group projects. Journal of Education for Business, July/August, 57–63.
Boud, D. (Ed.) (1988). Developing student autonomy in learning. London: Kogan
Page.
Celsi, R. & Wolfinbarger, M. (2001). Creating renaissance employees in an era of
convergence between information technology and business strategy: a proposal for
business schools. Journal of Education for Business, July/August, 308–312.

Appendix A
using group work to increase the relationship among grade nine students in Aiyshathe effect ofA study on
AL Rasybia School
I am a student from the College of Education at Sultan Qaboos University. I am conducting a study that
aims to investigate the extent of group work contribution to improve the relationship among grade nine
students in Aiysha AL Rasybia School. I would appreciate your contribution to fill in the questionnaire.
ademic purposes only.Note: Be assured that your responses will be treated confidentially and used for ac
Name ………….. Grade 9/……
Disagree
Strongly
disagree
Agree
‫أوافق‬
Strongly agree
Statements
‫على‬ ‫العمل‬ ‫أفضل‬
‫األنشطة‬‫أكثر‬ ‫الجماعية‬
‫الفردية‬ ‫األنشطة‬ ‫من‬.
- I prefer group
work to individual
work.
-‫األنشطة‬ ‫على‬ ‫العمل‬
‫ننجز‬ ‫يجعلنا‬ ‫الجماعية‬
‫قيمة‬ ‫ينمي‬ ‫مما‬ ‫أسرع‬
‫لدي‬ ‫التعاون‬.
-Working on
group activities
makes us
accomplish faster
which increase
the value of
cooperation
among students.

-‫جعلني‬ ‫الجماعي‬ ‫العمل‬
‫الحكم‬ ‫حاجز‬ ‫اكسر‬
‫زمالئي‬ ‫على‬ ‫المسبق‬
‫ثقافات‬ ‫من‬ ‫القادمين‬
‫مختلفة‬.
-Teamwork made
me break the
prejudge of my
colleagues who
coming from
different cultures.
‫االخرين‬ ‫على‬ ‫اتعرف‬
‫أفضل‬ ‫بشكل‬.
- Teamwork made
me get to know
others better.
-‫أتاح‬ ‫الجماعي‬ ‫العمل‬
‫التنوع‬ ‫إدراك‬ ‫فرصة‬ ‫لي‬
‫حولي‬ ‫من‬ ‫الثقافي‬
‫وتقبله‬.
- Teamwork has
given me the
opportunity to
recognize and
accept cultural
diversity around
me.
‫ورحابة‬ ‫تسامحا‬ ‫أكثر‬
‫مع‬ ‫تعاملي‬ ‫في‬ ‫صدر‬
‫الفصل‬ ‫داخل‬ ‫زمالئي‬
‫الدراسي‬.
- Teamwork made
me more tolerant
and spacious in
dealing with my
classmates.
-‫العمل‬ ‫خالل‬ ‫من‬
‫كل‬ ‫أن‬ ‫أدركت‬ ‫الجماعي‬

‫قوة‬ ‫نقطة‬ ‫لديه‬ ‫شخص‬
.‫واختالف‬ ‫وضعف‬
- Through
teamwork I
realized that
everyone has a
point of strength,
weakness and
difference.
‫بين‬ ‫وتبيان‬ ‫االختالف‬
‫طبيعي‬ ‫أمر‬ ‫األفراد‬
‫معه‬ ‫نتعامل‬ ‫أن‬ ‫والبد‬
- The difference
between people is
normal and we
have to deal with
it.
‫االخرين‬ ‫أتقبل‬ ‫أصبحت‬
،‫أفضل‬ ‫بشكل‬‫واحمل‬
‫إيجابي‬ ‫شعور‬ ‫اتجاههم‬
.‫والحب‬
‫الخير‬ ‫أحب‬ ‫أني‬ ‫اشعر‬
‫الفريق‬ ‫في‬ ‫لزمالئي‬
‫لنفسي‬ ‫احبه‬ ‫مثلما‬.
- I have become
more receptive to
others and have a
positive and love
feeling towards
them..
‫عالقات‬ ‫لدي‬ ‫أصبحت‬
‫أثناء‬ ‫زمالئي‬ ‫مع‬ ‫أفضل‬
‫الجماعي‬ ‫العمل‬
-I had better
relationships with
my colleagues
during teamwork

‫عندما‬ ‫باالرتياح‬ ‫أشعر‬
‫مع‬ ‫العمل‬ ‫اعتدت‬
‫زمالئي‬
- I was relieved
when I used to
work with my
colleagues.
‫والرغبة‬ ‫بالدافعية‬ ‫أشعر‬
‫الفريق‬ ‫لينجح‬ ‫باإلنجاز‬
- I feel motivated
and willing to
make the team
succeed.
‫بين‬ ‫باألمان‬ ‫الشعور‬
‫يقود‬ ‫المجموعة‬ ‫أفراد‬
‫األمثل‬ ‫اإلنجاز‬ ‫إلى‬
‫للعمل‬
-The sense of
security among
the group leads to
the optimum
achievement of
the work
‫أومن‬‫ان‬‫االنسان‬‫مدني‬
‫بطبعه‬
-I believe that
man is a
socialized by
nature
‫مهارات‬ ‫ان‬ ‫ادرك‬
‫ضروري‬ ‫أمر‬ ‫التواصل‬
‫كطالب‬ ‫لي‬
- I understand
that
communication
skills are essential
to me as a
student
‫العمل‬ ‫جو‬ ‫على‬ ‫االعتياد‬
‫يصقل‬ ‫الجماعي‬

‫وعالقاتي‬ ‫شخصيتي‬
‫اإلنسانية‬
- Getting used to
the atmosphere
of teamwork is
honing my
personality and
my human
relationships
‫العمل‬ ‫جو‬ ‫على‬ ‫االعتياد‬
‫لي‬ ‫سيبني‬ ، ‫الجماعي‬
‫في‬ ‫أفضل‬ ‫مستقبال‬
‫تحتاج‬ ‫التي‬ ‫الوظائف‬
‫التواصل‬ ‫مهارات‬ ‫إلى‬
‫االخرين‬ ‫مع‬
- Getting used to
the atmosphere
of teamwork will
build a better
future jobs that
need
communication
skills
‫تعامل‬ ‫طريقة‬ ‫تغيرت‬
‫داخل‬ ‫لي‬ ‫االخرين‬
‫في‬ ‫عملنا‬ ‫بعد‬ ‫الصف‬
- The way others
treated me in
class changed
after working in
group activities
‫مشاركة‬‫االخرين‬‫في‬
‫الصف‬،‫امر‬‫مريح‬
- Sharing others in
class, is
comfortable
‫المجموعة‬ ‫مع‬ ‫العمل‬
‫بأفراد‬ ‫عالقتي‬ ‫نظم‬
‫المجوعة‬
- Working with
the group
organized my
relationship with

the group
members
‫من‬ ‫العديد‬ ‫تغير‬ ‫الحظت‬
‫من‬ ‫السيئة‬ ‫التصرفات‬
‫غرفة‬ ‫داخل‬ ‫زمالئي‬
، ‫الصف‬‫اصبحنا‬ ‫ان‬ ‫بعد‬
‫واحد‬ ‫فريق‬
- I noticed many
bad behavior
changes from my
classmates, after
we became one
team
‫العمل‬ ‫بقيمة‬ ‫اشعر‬
‫تغيير‬ ‫في‬ ‫الجماعي‬
‫العادات‬ ‫من‬ ‫الكثير‬
‫داخلي‬ ‫السيئة‬
-I feel that
group
work
change
many of
my
previous
behaviors.
‫أن‬ ‫اود‬‫زيادة‬ ‫يتم‬
‫في‬ ‫الجماعية‬ ‫األنشطة‬
‫الدراسية‬ ‫المواد‬ ‫مختلف‬
‫بناء‬ ‫في‬ ‫المهم‬ ‫لدورها‬
‫بين‬ ‫اإليجابية‬ ‫العالقات‬
.‫الطالب‬
- I would like to
increase group
activities in
various subjects
for their
important role in
building positive
relationships
among students.
‫لألخرين‬ ‫الخير‬ ‫أتمنى‬
‫لنفسي‬ ‫أحبه‬ ‫مثلما‬
I like to see others
in better place as I
wish it for myself.

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