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Assessment of Group Tasks as a Decolonial Pedagogy in University

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DOI: 10.13189/ujer.2020.081151

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Universal Journal of Educational Research 8(11): 5479-5488, 2020 http://www.hrpub.org
DOI: 10.13189/ujer.2020.081151

Assessment of Group Tasks as a Decolonial

Pedagogy in University Classrooms
Bunmi Isaiah Omodan

School of Education Studies, University of the Free State, South Africa

Received July 27, 2020; Revised September 2, 2020; Accepted September 29, 2020

Cite This Paper in the following Citation Styles

(a): [1] Bunmi Isaiah Omodan , "Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms,"
Universal Journal of Educational Research, Vol. 8, No. 11, pp. 5479 - 5488, 2020. DOI: 10.13189/ujer.2020.081151.
(b): Bunmi Isaiah Omodan (2020). Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms.
Universal Journal of Educational Research, 8(11), 5479 - 5488. DOI: 10.13189/ujer.2020.081151.
Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract The decolonisation of university classrooms 1. Introduction

has been of significant concern in recent times. Many
decolonial strategies have been recommended in bodies of The trajectory of the knowledge economy is a devotion
existing literature, still, none has considered the intricacies that is presently driving the tenets of development in
of collaborative group tasks as a strategy to decolonise western nations. That is, the adoption of the knowledge
classroom hegemony. This study examined the use of economy is, no doubt, a good agenda for any country, state,
group tasks as a decolonial strategy, lensed through local and community systems that want to meet up with
Transformative Paradigm and Participatory Action international development standards. No wonder, the
Research as a research design. This study adopted students' reality of the knowledge economy as stated by World Bank
reflection to collect data from ten students randomly and Organisation for Economic Cooperation and
selected among the 266 students who were given individual Development (OECD) was recommended as a yardstick
and group tasks assessment, respectively. The collected for global stability and quality development stratum for
data was analysed using Socio-thematic Analysis to humanity (OECD, 1996). This idea was conceptualised as
interpret and make sense of the responses from the students. economic progress, development and transformation of
The study revealed that collaborative group task enhances any entity that depends on quality knowledge and research
students' conventional development and unity among the productivity (Hadad, 2017). That is, the economy in such
students towards productivity, in addition to increasing space depends on quality inputs, process and output of
their conflict management skill. Further findings showed quality knowledge. The adoption of knowledge-economy
by the government of South Africa is unequivocally a right
that students' laziness and time consumption were found to
step in the right direction (Blankley & Booyens, 2010;
be the hindrance to the smooth actualisation of group work
Groenendaal, 2018). This, in my argument, means that
among students in the university classrooms. This study
knowledge is now recognised as one of the quintessential
recommends that efforts be put in place to ensure that
capitals responsible for economic growth and development
group tasks are monitored and that concerned authorities;
in South Africa. However, the idea of knowledge economy
lecturers and university academic planners must ensure
cannot exist in abstract, the sustainability of such idea
that students are taught how to make effective use of their
depends on how the country through its universities can
time.
reconstruct its pedagogical space where the younger
Keywords Group Tasks, Decolonial Pedagogy, generation can be exposed to the teaching and learning
University Classrooms, Social Constructivism process that inbuilt critical thinking skill, problem-solving
skill, collaborative knowledge construction and innovative
skill.
5480 Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

To ensure these, there is a need to redirect the teaching interdependence, where students believe that their input
and learning space of universities in South Africa from produces better group performance. One can then deduce
traditional/rote/colonised teaching and learning process to that knowledge production becomes better when students
meet up with 21st-century pedagogical standards where are made to work in groups. This is not far-fetched from an
university students will be trained, exposed and made to adage that says "two heads are better than one." From the
understand the practicality of the world of development arguments above, one can perceive that the space of
and productivity. It was observed that many teaching and collaborative knowledge construction in the form of
learning spaces in universities are still wallowing in the grouping, is fundamental to students' performance and their
illusion of what I tagged colonised teaching and learning personal development. Therefore, there is a need to
system; where the lecturers are perceived as the only bank decolonise the traditional pedagogical process in university
of knowledge (Raja & Najmonnisa, 2018; Tularam & classrooms through group tasking.
Machise, 2018). In such a pedagogical system, students are
denied the opportunity to contribute to knowledge 1.1. Decoloniality as a theoretical Framework
generation process and made to believe and follow
instructions without questions while being denied Decoloniality as an epistemic site was born out of the need
democratic involvement and participation in the things that to extricate the previously colonised generation from the
concern them. Omodan (2019a) holds that it is subjective mental clutches of coloniality. That is, the realisation that
and discourage students from becoming critical problem our present world is an asymmetrical world order that is
solvers in the future. Besides, such coloniality discourages sustained not only by colonial matrices of power but also
knowledge generation, knowledge acquisition, knowledge by the pedagogies and epistemologies of equilibrium that
diffusion, and the exploitation of knowledge towards continue to produce alienated Africans who are
nation-building (Peters & Humes, 2003). Hence, to avert indoctrinated into hating the Africa that produced them and
these deficiencies in the future of human capital, the liking the Europe and America that rejected them (Ndlovu,
current system must be decolonised to pave the way for a 2013). To further understand the rudiments of decoloniality,
pedagogical process that encourages self-esteem, Ndlovu-Gatsheni (2015) asks fundamental questions into
self-determination, self-efficacy and co-operative the main fabric of decolonial epistemology; how can a
'dismembered' people be 're-membered'? How can they
creativity among students for a better and sound economy
re-launch themselves from the world of 'non-being' into the
dispensation (Omodan & Dube, 2020; Omodan, 2020a).
world of' being'? How can they recapture their lost land,
The introduction of social groups in classrooms which is
power, history, being, language and knowledge? These
a step in the right direction can be linked to what Vygotsky
questions border mostly on liberation from the old ways of
(1986) tagged as a process of socially constructing doing things, in the form of transformation. Ngugi wa
knowledge. Such sociality is described as knowledge based Thiong'o (1986) sees decoloniality as a quest for liberation
on human social relationships (McMahon, 1997). Omodan and self-understanding after centuries of suffering
and Tsotetsi (2020) also viewed the product of such an dismemberment and alienation. Ndlovu-Gatsheni (2013)
approach as the knowledge generated from a discussion also reiterated that decoloniality is a necessity for
and interaction with environmentalism. That is, true dismembered people to re-launch themselves into the
knowledge is dependent on social reality, which will not world. Fanon (1968) in his post-colonial treatise writes that
only be limited to the members of the group but also the decoloniality is a deliberate attempt to create new forms of
nature of their environment. Kim (2014), concluding on the life, and subvert the logic of repetition that is devoid of
discussion, posits that the sociality of the members of dynamism. Therefore, both Quijano (2007) and
society cannot be detached from their social and cultural Ndlovu-Gatsheni (2015) believe that decoloniality
reality. From these concepts, one can see that the attempts to make sense of what is happening and being
introduction of group tasks among students can go a long experienced in particular geopolitical sites that were
way in exposing them to healthy self-esteem, previously the recipients of the negatives of modernity
self-determination, self-efficacy and co-operative known as coloniality.
creativity which will enhance their academic performance Coloniality, as claimed by Ndlovu-Gatsheni, is peculiar
in addition to their productivity in the university, and the to geopolitical sites, but in my argument, they also exist in
nation at large. Corroborating this notion, Kasim (2015) in university classrooms. The 21st-century classroom is
his research, found out that social group work is better than overwhelmed by the leftovers of coloniality which have
traditional teaching and enhances students' achievement. become unavoidable and, therefore, affect the quality of
Brame and Biel (2015) described this kind of sociality in indigenous knowledge production in the university system
the classroom as involving both formal and informal (Omodan & Dube, 2020). This further confirms the view
activities where students learn by interaction and an that the space of sociality, democratic socialisation, and
effective teaching-learning process in classrooms. In the ingenious knowledge construction are faced with the
same vein, Johnson, Johnson and Smith (2014) is of the problems of subjectivism. This may not be unconnected
view that a collaborative approach among students when with the effect of Bantu education experienced in the
working in a group characterised by positive history of South Africa (Musitha & Mafukata, 2018;
 Universal Journal of Educational Research 8(11): 5479-5488, 2020 5481

Omodan, 2019a). Parker, Smith and Dennison (2017) in the lecturer or student is not the sole knowledge producer
their study described teacher supremacy in the classroom by ensuring active collaborative and engagement among
as a colonial legacy responsible for the undemocratic and the students. When this is done, the process of knowledge
dependency in the process of knowledge production. From generation in the university system can be said to be
this, one can say that classroom decoloniality cannot be decolonised.
separated from the methodological relationships that exist
between lecturers and students. Not only that, but it is also 1.2. Research Question
connected to the extent to which an enabling environment
is created for the students to be able to jointly construct To respond to the above problem, the following general
knowledge by themselves and for themselves, though, question was raised to pilot the study:
under the guardian of a facilitator or lecturer (Adebola,  How can classroom group tasks be used as a tool to
2020). This further reinstates the quest for scholastic decolonise the pedagogical space in university
dependency in university classrooms (Ashcroft, Griffiths, classrooms?
& Tiffin, 2003).
This theory, therefore, is relevant in the sense that, 1.3 Objectives of the Study
collaborative knowledge construction can never be taken
away from classroom decoloniality because it gives To answer the above general question, the following
students their space to think and make sense of situations research objectives are raised to guide the study:
without being subjected to believing in lecturers' ideas  The objective was to investigate the perception of
alone. This is to say that the process of classroom students towards collaborative (group) task in the
decoloniality is to ensure that the process of knowledge university classrooms.
construction is not limited to the powerful (lecturers) alone  The objective was to examine the weakness of
but should be extended to the less-powerful (students). collaborative (group) task as a decolonial pedagogy in
Besides, when there is total recognition, engaging in university classrooms.
classroom collaboration creates some sense of belongings
in the students and enhances their productivity (Adebola,
Tsotetsi & Omodan, 2020). This process will eliminate 2. Methodology
inferiority complex in students, not only that, but they will
also feel included as counterparts in the process of In the words of Scotland (2012), research methodology
knowledge generation (Rodney, 2012). In furtherance to is a process and procedures, principles and assumptions in
my claim, the findings of Leslie, Cimpian, Meyer and a specific approach to enquiry. Research methodology (as
Freeland (2015) showed that students, when exposed to demonstrated in figure 1) typically comprises the
group work as a collaborative knowledge construction identification of paradigm, research design, methods of
implementing research plans and the phases of the adopted
process, it helps them to think critically and challenge the
techniques (Kothari, 2004, Igwenagu, 2016; Omodan,
status quo. However, being empowered to challenge the
2019b). To further understand this, the methodological
asymmetric power is the hallmark of decoloniality and
model below was made by the researcher to guide the
liberation. Hence, a decolonised classroom could be
research process.
likened to a decentralised teaching-learning system where

Figure 1. Methodological Plan

5482 Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

2.1. Paradigm and Research Design therefore, forms the data for the study.
This study is lensed with Transformative Paradigm (TP)
and it is appropriate because it complements the 2.3. Data Analysis and Ethical Consideration
decoloniality agenda by opening ways for students to In order to make sense of the data, the study adopted
jointly generate knowledge and get into themselves to Socio-thematic Analysis (StA). This method of data
transform their predicament (classroom tasks). The choice analysis was developed by Omodan (2019b) as capable of
of this paradigm also lies in its ontological and epistemic interpreting people's sociality. This method, according to
stance rooted in the social nature of classroom reality
him, combined the principles of Braun & Clarke's (2006)
(Chilisa, 2011). Transformative paradigm is not only
six steps of doing thematic analysis and the use of
suitable for this study because of its quest for academic
conversational analysis described by Nordquist (2019 p. 2)
freedom (Scott & Usher, 2011) but it is a paradigm that
"as doing things with words to perform social actions such
preaches emancipation by challenging social phenomenon
as describing, agreeing, questioning, and talking." This is
(Omodan, 2020b). In order to complement this,
an instrument that is best to interpret the sociality involved
Participatory Action Research (PAR) was adopted as a
research design for the study. PAR is relevant because it is in data that has been broken down into themes (Omodan,
a kind of design that appreciates the participatory process 2020b). This was implemented to respond to the objectives
in research. It involves action, inclusivity and of the study, which were already in two different themes.
discouragement of power differentials among the That is, the data collected were studied, coded, broken into
participants (Khan & Chovanec, 2010). The major suitable themes and sub-themes, reviewing the themes,
assumption of PAR is that it ensures that the people faced identifying and naming the themes and employ
with the problem(s) are actively and indiscriminately conversationality to make sense of the data during
involved in the process of finding a solution to their interpretation and analysis stage. That is, all the identified
problems (Zuber-Skerritt, 2015) which in this study is to themes were subjected to a sociality test to produce
emancipate, transform and decolonise the practical unaltered meanings. The issue of research ethics was
classroom space. The student of a particular module keenly followed and respected because it is very important
amount to 266 students was involved. The process of data to protect both the researcher and the co-researchers from
collection and their involvement are explained below. any potential harm (Fleming & Zegwaard, 2018). To
ensure this, all the participants were given the freedom to
2.2. The Participants and the Process of Data Collection withdraw from the process should they feel uncomfortable
with the process, and they were assured that their identities
The study derived its knowledge from students' would be protected before, during and after the process.
reflection. Students’ reflection according to university They all agreed to remain anonymous even in the data
social language in South Africa is when a student gives interpretation stage. Therefore, they were represented with
accounts of what has happened, about a particular event pseudonyms such as S1 for student number one, S2 for
and how he or she feels about it. If it is from a negative student number 2, in this range until S10 for student
reflection, such student also suggests what he or she thinks number 10. The data is presented below.
could be used to mitigate it based on previous experience.
In this case, the researcher is a lecturer in the selected
university, teaching LSPT4705, a continuation of 3. Presentation and Analysis of Data
LSPT3605, 4th and 3rd-year modules respectively. I gave
the students two different individual tasks at two different This session presents the data gathered from the
times and I also gave two different group tasks differently participatory research process, using student perceptions of
at two separate occasions within a one-month interval. The group tasks emanating from their various activities in class.
instruction on the individual classroom tasks was that they The data is presented in accordance with the objectives of
must make sure they study the questions, interpret them the study. The objectives were divided into analysis of
and present their answers to the question. On the group task, sub-themes (see table 1).
they are meant to form a group of at least five members and
Table 1. Thematic Representation of Data Based on the Research
a maximum of ten members among themselves. That is, Objectives
each group contains not less than five members and not
Objectives Analysis of Sub-themes
more than ten members. With an instruction that all of them
must participate from the question interpretation stage to Student conventional
1. The perception of students development
the answer production stage. The assessment is made towards collaborative Enhancement unity towards
compulsory because all the assessments form part of their (group) task productivity
semester marks (continuous assessment). At the end of this Conflict Management.
process, ten students were randomly selected to give their 2. Possible weakness of Enhancement of laziness in
reflections on all the activities we have done, ranging from collaborative (group) tasks in students
university classrooms Time consumption.
the two individual and group tasks. Their reflections,
 Universal Journal of Educational Research 8(11): 5479-5488, 2020 5483

3.1. The perception of Students towards Collaborative perceived inadequacies. Not only that, but it also develops
(group) Tasks the students in the area where they have to be tolerant of
one another, taking responsibility, and be reliable. All of
3.1.1. Student conventional development these border more on their development. The notion above
From the data generated, evidence suffices that the is supported by S1 who says that group tasks help them to
students are happy to be involved in collaborative group gain more knowledge from other students.
tasks in the form of assignments, among others. This is not From the analysis based on student conventional
far from Monk-Turner and Payne's (2005) submission that development, it was discovered that all participants are in
students feel secure and active when given group love with the use of group work as an assessment task for
assignments because it develops relationship skills in them. them. This is seen as being significant to student
In other words, the implementation of group work among development in all areas such as; social skills, relational
students brings many skills development such as critical skills, ability to help and support each other, among others.
thinking skills, relationship skills, interpersonal skills, and The finding aligns with Chandra (2015) who wrote that
communication skills. See the following participant collaborative methodology enhances student development
statements; towards performance. The conclusion of Laal and Laal
S9: I prefer collaborative group work, how I perceive (2012) also show that group work makes students focus
the whole concept is that when working in groups you more on achievement and personal development, rather
can share ideas and views with other students, to get than competition. From this argument, one can see that the
an insight on how other students tackle problems and use of group work in the form of assessment tasks among
also how they go about when facing the challenges university students is synonymous with classroom
that you face when working alone. decoloniality because it brings them together, helps them
S10: In group work, people's levels of understanding gain knowledge and confidence that can enable them to
are not the same and having group members that challenge the existing status quo which is the hallmark of
support each other to understand the content makes the decolonial agenda in classroom ecology (Leslie et al.,
life for other students easier, this also includes making 2015).
examples and sharing more information or insight.
3.1.2. Enhancement of unity towards productivity
From the first statement, the student prefers to work in a
The process of bringing people together to solve a
group because it enables them to share ideas and views in
particular problem most especially in the classroom is very
the process of generating knowledge. This is important to
fundamental to the teaching of unity in diversity. This also
the students because it allows them to get into themselves,
helps students to gain more problem-solving skills that will
learn from one another's experience in the process of
help them navigate themselves in the corporate
solving and or generating knowledge. In the same vein, the
environment. Omodan and Tsotetsi (2020) are of the view
second participant also shares the same perception by
thatcollaborative knowledge construction enhances
reiterating that the coming together of other students enable
oneness, unity and love among students. This also suffices
them to support one another and understand the content of
in the data collected. See the below statements:
the group work. This is by S10 who agrees that because
S4: Working in groups prepares us (teachers) for the
students do not have the same level of understanding and
world of work and learning how to effectively work
need to be supported by one another. The following
with others and respect their viewpoints even if you
participants' statements also follow suit;
don't agree with it.
S1: Group work develops us towards a common goal,
S4: I prefer working in groups. This is simply
because, working in groups, to me, means gaining
because there is more than one individual gathering or
more insightful ideas, shared arguments, challenging
putting together a task. People have different
yourself when given a role, helping each other,
perspectives and engaging with others widens a
problem and conflict- solving; gaining skills like
person's way of thinking towards a task at hand.
confidence, responsibility, patience, tolerance and
S5: Group work is less time-consuming as the task can
reliability.
be divided to suit the number of group members and
S1: I prefer collaborative group tasks because if we do
can be done simultaneously. Ideas are shared and
assessments in groups, I can at least try to gain more
sometimes how you may have understood the task can
from other friends, I mean other group members and
be altered for the best when in discussion within a
me can finish what we have started.
group.
The participant, S1, confirms the benefit of working S5: This allows people to see tasks in different views
together as a group by saying it develops them towards from their own giving a better understanding.
working as one, to achieve a common goal. This is because S6: Yes, I prefer collaborative (group) task as it
it gives them opportunity to interact, share ideas, engage in enables participation, sharing and decision-making
arguments, gain more confidence and able to challenge and understanding of one's weaknesses.
5484 Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

According to S4, working together brings them together with many recognised diversities. Therefore, engaging in
as one to achieve their tasks. While doing this, it helps them the teaching and learning method that will increase the
to learn how to work in a group, respect others' views and level of conflict management skill among the students is
also promotes how to react and think individually to make not out of place. The trajectory of group work also borders
meaningful contributions to the group's development. In on the fact that when students are given group work, they
the same vein, S4 says that when many people gather end up gaining knowledge and skill on how to manage their
together, it widens their thinking abilities towards differences because where two or more people are gathered,
achieving the task at hand. From this, one can see that conflict is inevitable. The skill gained in the process of
making people (students) work together is synonymous to group work was mentioned by the following participants:
teaching them how to live, function and socialise in the S3: As much as people like myself prefer to work
larger society where there are diverse opinions, alone we do well in groups also because we
perspectives and ways of doing things. S5 also supported understand the importance of group work and it makes
the idea and reiterated that group tasks enable people to me acquire the skills necessary to ensure harmony
gain a better understanding of issues when they listen to amongst group members.
different views coming from their group members. Not S2: I prefer group work. Working with those you have
only that, but S5's statement also shows that when tasks are chosen makes the process smoother even if conflicts
done in a group, it saves more time, that is, it is also less arise, we can work it out quickly.
time-consuming. From the social standpoint, this means S9: Collaborative work also plays an important role in
that they can finish their task and submit in time. This, in improving one's communication and leadership skills
turn, will create in them how to effective time management, because at one point you become the group leader and
most especially in their respective workplaces. The have to give direction to other students mostly when
statement from S6 also indicated that group work enables there is conflict.
them to be participatory in nature and to understand their From the first statement, participant S3 confirms that
weaknesses. When all these are coming as a revelation working together among people contributes to his
from the students, it is an indication that there is development by learning the importance of group work,
universality even in the face of differences and their ability among which the spirit of harmony is. That is while
to manage it shows they have gained knowledge, not only working together, it teaches them to put their differences
from the content of the task, but the knowledge and skill apart and embrace one another as one. This was also upheld
needed in the world of work are also inculcated into them. by participant S2 who said that although working together
The findings from the enhancement of unity towards also brings some conflictual tendencies, they can resolve it
productivity show that the implementation of group tasks and move on. This is evidenced in the way they learn how
among university students bring them together as one to cope with one another and manage their differences.
towards their productivity. This finding is in line with From S9's statement, we can deduce that collaborative
Collin (2003) who noted that the involvement of students work gives one some leadership acumen among which is
in a collaborative project does not only enhance unity but the ability to manage conflict most especially when you are
also creates in them the skills needed to survive in life. In made the leader of such a group. As a group leader, you
the same argument, Piatt-Jaeger (2011) also confirms that should possess conflict management skills. In order to
the community of individuals in the schools significantly
solve issues among themselves, they help to tackle the
enhances youth preparedness for the future. Conclusion on
problems relating to their task. This is shown in the
this, Quan-Baffour (2014) explains that social activities in
comments below:
the teaching-learning process brings love and unity among
S6: During group work, we make mistakes, and we
students and thereby enables them to emancipate
rectify one another's mistakes before our task can be
themselves. By doing this, one can say that unity among
submitted.
students where they can construct knowledge, think
S2: I prefer group work because the process makes me
critically, and solve their problems by themselves is an
understand how to live with strangers without
indication of self-transformation, emancipation and
fighting.
decoloniality. This is, however, in a bid to corroborate what
Ndlovu-Gatsheni (2015) means when he agrees that This action, as mentioned by participant S6, shows that
decoloniality is meant to re-member the dis-membered they are motivating themselves towards their productivity.
people into the word of "being". That is, they are helping one another to perform well. And
not only that, the resultant effect is that it brings them
3.1.3. Conflict management together as one, irrespective of their backgrounds,
The issue of conflict, resolution and its management is differences and ways of life. This is why participant S2
very fundamental in the teaching-learning community, refers to them as strangers. According to S2, working
most especially university classrooms. It becomes together help him to understand people and how to live
imperative in a diversified classroom like South Africa, with them in harmony.
 Universal Journal of Educational Research 8(11): 5479-5488, 2020 5485

Conflict management reveals that collaborative tasks, in S1: But initially, I prefer working alone, simply
the form of group work among university students, make because in groups there are people that don't want to
the students gain conflict management skills. This is work, when the results are bad they point fingers and
evidenced in their revelations as mentioned above. This is when results are good they take the credit.
because, when working together, they have no choice than S2: You sometimes find yourself having to
to tolerate one another even in the face of diversities. This collaborate with people who are lazy to work; also
enables them to achieve their aims and objectives as a some people will do the work just because they have
group and also make themes acquire conflict management to without putting more focus and understanding of
skills ahead of their world of work. This justifies Atieno, the given work.
Paul and Yego's (2016) argument that schools that adopt a S3: Some members put little effort and do things
collaborative style of engagement have less experience lavishly and in turn, submit copied and pasted work.
with the problems of academic unrest in Kenya. In the
same vein, Kalagbor and Nnokam (2015) also supported The statement from S1 shows that some members do not
this and include that collaboration is the best approach to want to work, and they even ended up blaming other group
classroom harmony among students. Therefore, this members for their failures. Not only this, as mentioned by
finding holds that when students are exposed to group work, S2, there are group members who are involved in the group
they are likely to understand themselves and transform work but do not put in enough effort because they think
themselves from the shackles of conflict and brigandage. others will do it for them. S2 even alleged that most times,
they will only be present just because they have to, not
because they are ready to make any contribution. In the
3.2. Possible Weakness of Collaborative (group) Tasks
case where the group work is shared among members,
in University Classrooms
some of the members ended up submitting "copy and
3.2.1. Enhancement of laziness in students paste" work because of their unwillingness to make good
As good as group work sounds among students, many contributions.
shortcomings are attributed to it, among which is an This finding from the enhancement of laziness in
enhancement of laziness among students. Laziness, as students showed that group work has its advantages and
discussed here, is manifested in different ways to different disadvantages as well. Among the disadvantages, it was
students. The following statements from the participants revealed that it leads to laziness among some students. This
confirm my argument. See below: is not a strange sight because there are bound to be
S8: Also, it is tiring because some group members individual differences among students; some are good
don't want to do anything; others have to beg them to when it comes to group discussions while others prefer
do their parts. Furthermore, we end up completing working within their space without people around. Not
other members' work so as not to fail the given task. only that, socially, some people, according to Macgregor's
S9: It makes some of us lazy, and I, for one, tend to theory X and Y are inherently lazy and need to be told or
lean on other students when I feel lazy or have too coerced to do the needful (McGregor, 1960). The finding is
much workload. also supported by the conclusion of Andrews and Rapp
S10: It also depends on the kind of people you have in (2015) that collaborative work leads to unequal
your group because some members may not productivity when group members unequally contribute
contribute to activities. towards the actualisation of the task at hand. The finding of
Andrews and Rapp (2014) also showed that sometimes,
Participant S8 affirms that group work is tiring, and not students rely on the contribution of their partners, even
only that, some group members are fond of not doing their when such contributions are incorrect. The students'
ascribed tasks thereby making the work more cumbersome laziness and unwillingness to contribute to the
for other group members who are serious with their studies. development of group work is one of the challenges and or
S9, who is on the same page with S8, supports his/her weakness of collaborative group tasks among university
concern by saying that group work makes some of them students.
lazy because they know that even if they did not participate,
other members are there to rescue the group by doing the 3.2.2. Time consumption
work. S10 also reiterated that some members in the group The issue of time has been one of the important aspects
will not normally contribute towards the group task. From of teaching and learning, including when group tasks are
social understanding, this may be as a result of the fact that given to students. It usually comes with a time limit to
some members are not finding it easy to cope well amid which the students/group must submit their task for
people and or that such member believes that whether or assessment. In this case, the participants see group work
not he or she contributed, the group work will be submitted among themselves as time-consuming. That is, the period
and all of them will be rewarded based on what the to which the task is to be done is a waste of their time. This
available group members can do. The statements below was indicated in the participants' statements below:
supported my arguments above; S6: Even if its time-consuming when consulting one
5486 Assessment of Group Tasks as a Decolonial Pedagogy in University Classrooms

another, we still manage our time to meet up. together and transform their predicament jointly. From the
S7: My perception with group tasks is that they are findings as reported above, it is evidenced that the use of
time-consuming because group members have to meet collaborative group tasks enhances students' conventional
to complete the tasks. development into the world of work, it also enhances unity
S4: I also think that my weakness is to put myself among students towards productivity; and above all, it
under the pressure of long time group discussions by increases their skill towards conflict management. The use
completing tasks when they are closer to the due date, of collaborative group task is very favourable to students'
so, I end up not coping well. life but then, students' laziness and time consumption were
found out to be the limitations that could hinder the smooth
Revelation coming from these participants showed that
actualisation of group work among students in university
one of the challenges confronting the implementation and
classrooms. Banking on these limitations, it is, therefore,
or the use of a collaborative group task is time-consuming.
recommended that concerted efforts should be put in place
This was reflected in the statement of participant S6 that
by lecturers and students to ensure that group tasks are
the period to which they have to gather themselves and
monitored in and ensure that all the group members
perform the group activities is time-consuming. In my view,
participate actively in group activities. Secondly, there is
this may be because students are faced with various issues
the need for concerned authorities, lecturers and university
in their academic life which may differ from student to
academic planners to ensure there that students are taught
student. This is also supported by the revelation of
how to make effective use of their time in order to adjust to
participant S4 that group time is time-consuming because
any academic contingencies.
of the time they have to create for themselves to meet to
perform their activities. On the perception of participant S4,
the issue of time gives more pressure. This may be as a
result of the fact that they need to adjust themselves from
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