From Forming to Performing: Investigating Tuckman’s Model Across Academic Disciplines in Higher Education

Collaborative learning or group work is a fundamental pedagogical approach that promotes higher-order thinking skills while fostering active engagement among students. The ability to work effectively in collaborative settings is significant for students’ success, impacting not only academic achievement but also professional capabilities. Tuckman’s model, consisting of four key stages of group development, was implemented to investigate group dynamics among ESL learners when performing a discussion observation assessment. The data of this study were gathered from 53 students who participated in one communication course in UiTM Cawangan Kelantan, Machang Campus. This qualitative study used an online questionnaire adapted from Tuckman’s Teamwork Survey (2016). It was revealed that the students were progressing linearly through the four stages: forming, storming, norming and performing, wherein the final stage demonstrated a high level of collaborative work. The study also found that there was a significant difference between ESL learners’ academic disciplines and one of the stages in group development, particularly during the performing stage. Apparently, these findings highlight the importance of targeted support, systematic guidance, and meticulously designed group tasks to ensure productive collaboration among the team members.