Abstract:
The study sought to explore teacher, student and task-related factors tackling the implemetation
of group work regarding three preparatory schools of Wolayta Zone. Descriptive research design
was used for the purpose the study. 182 learners were selected with the aid of systematic random
sampling while 10 English teachers teaching English in Grade 11were selected with the aid of
convenience method of sampling. The l earners‘ response to the questionnaire was analyzed using
percentage while teachers‘ responses to the interview were descriptively analyzed.
Absence of clear orientation about the purpose of group work and individuals task within groups
was explored as a teacher- related factor affecting implementation group work. The purpose of a
specific group task and individuals‘ task within groups was not clearly explaind and resulted in
passive participation. In addition, emphasis on whole group assessment was found as a teacher
related factor. Teachers hardly assessed learners‘ performance in groups and nor did consider the
effort individuals exert in groups. Few individuals‘ domination within groups was explored as a
teacher-related constraint. No consensus of other fellows was considered during decisions on
group issues and position of leadership as chairperson, secretary was held by limited members.
In addition, learners‘ low interest towards group work being caused by absence of knowledge
about merits of group work and effect of prior teacher-dominated mode of teaching was explored
as a student-related factor limiting the implementation of group work. No activity-related factor
was found limiting implementation group work.
Finally, teachers were suggested to sufficiently orient learners about the purpose of activity, how
to approach the activities and assign individual responsibility within groups for successful
implementation of group work. It was suggested that teachers should assess performance within
a group largely at individual basis involving students in the development of criterion and
marking practices .Moreover, teachers were suggested to maintain balance in the level of
participation among the members and assign each member with a clearly defined ro le of being a
―leader‖ who assigns different jobs to the other members, a ―secretary‖ who takes notes and
―presenter‖ reporting on issues organized by groups to reduce few members domination in a
group.Furthermore, teachers were recommended to teach the learners about the values of group
work to raise their interest towards group learning and assign individuals with a clear task and
responsibility within a group.
