Group Work Using Tuckman’s Model Exploring the Influence of Storming in Teamwork Based on Tuckman’s Model

Abstract

Collaborative learning has been a fundamental aspect of education, particularly in higher education, where learners engage in both individual and group tasks. This study aims to explore learners' perceptions of teamwork stages based on Tuckman’s Model, with a specific focus on the influence of the storming stage on group development. The research follows a quantitative survey approach, employing a 5-point Likert scale questionnaire rooted in Tuckman’s (1965) framework. The findings reveal that learners exhibit mixed reactions toward the storming stage. While they acknowledge the importance of discussions in defining goals and structuring teamwork, conflicts and role disagreements emerged as challenges. As an implication, educators and team leaders should foster a positive team culture by clearly defining roles and encouraging constructive conflict resolution strategies. Implementing structured protocols and training on effective communication can enhance teamwork efficiency.