Assessing The Impact of Effective Team Collaboration on Individual Outcomes in Collaborative Presentation

Assessing The Impact of Effective Team Collaboration on Individual Outcomes in Collaborative Presentation

Jean Hoo Fang Jing¹, Nurhamizah Ishak^2*, Aqilah Arshad³, Haniza Sarijari⁴, and Shahira Adam⁵

Academy of Language Studies, UiTM Melaka, Malaysia

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400088

Received: 26 March 2025; Accepted: 29 March 2025; Published: 29 April 2025

ABSTRACT

One of the most common collaborative learning approaches adopted by many HEIs is integration of collaborative presentation in each academic course. However, is collaborative presentation an effective learning approach? In relation to this question, the study investigates the impact of collaborative presentation on the development of individual outcomes that comprise students’ presentation skills, assignment management skills, and English language proficiency among diploma students in a Malaysian higher education institution. Quantitative approach and survey research design were employed to achieve the aim. A set of questionnaires was used as the main research instrument to collect data on students’ presentation skills, assignment management skills, and English language proficiency as well as their collaboration effectiveness with teammates. The questionnaire data that was collected from 47 respondents were subsequently analysed using Pearson’s correlation and linear regression tests. Findings revealed that not only effective team collaboration has a significant correlation with all three individual learning outcomes (students’ presentation skills, assignment management skills, and English language proficiency), but they also prove that effective team collaboration in collaborative presentation context is a significant predictor in the improvement of each of the learning outcomes. Nevertheless, future studies should investigate how different collaborative activities affect different skill sets to determine the long-term benefits of collaborative learning on career success. This would provide valuable insights into the employability value of higher education graduates.

Keywords: Collaborative learning, collaborative presentation, employability, presentation skills, individual learning outcomes

INTRODUCTION

In the twenty-first century, employers are seeking future employees who can effectively communicate their ideas, confidently deliver a persuasive presentation, and capable to adapt their communication style to different audiences. To fulfil this expectation from the employers, higher education institutions (HEIs) are utilising various collaborative learning strategies to equip graduates with a strong skillset in communication. Integration of collaborative learning component in the form of collaborative presentation in each academic course taken by higher education students are seen as killing two birds with one stone. This is because not only the students will be trained to amicably communicate and exchange opinions with their group members while preparing the presentation slides and dividing their presentation parts, but they also will acquire skills to deliver an effective and engaging presentation. Furthermore, learning collaboratively with others in a team is indeed better compared to learning alone. The students can immediately seek for their peers’ help and explanation to solve any confusion or problems that they encounter in accomplishing the task given by the lecturers. Concerning effectiveness of collaborative learning strategies, this study aims to investigate the impact of collaborative presentation on the development of individual outcomes that comprise students’ presentation skills, assignment management skills, and English language proficiency among English for Professional Communication diploma students in a Malaysian higher education institution through the following research questions:

1. Is there any relationship between individual learning outcomes in collaborative presentation task (students’ presentation skills, assignment management skills, and English language proficiency) and effective team collaboration?

2. Does effective collaboration within a team contribute to better individual learning outcomes while accomplishing collaborative presentation task (students’ presentation skills, assignment management skills, and English language proficiency)?

 LITERATURE REVIEW

Collaborative Learning Principles

Collaborative learning has been strongly promoted and emphasized due to its positive benefits to the learners. This is supported by Phirangee & Malec (2017), where the benefits of collaborative learning are seen to improve students’ performance in learning. Collaborative learning is known as a situation where the involvement of two or more people is present in the attempt to acquire a particular knowledge or learning something. Therefore, collaborative learning includes group-based education with the aim to achieve a shared learning among learners (Key Principles of Collaborative Learning, 2022).

Through shared learning, learners can be well-rounded individuals. Wagino et al. (2023) suggested that collaborative learning helps to achieve knowledge sharing and skills transfer by working together, which helps to further stimulate discussion and decision-making among themselves. Apart from students, teachers and educators also benefited from collaborative learning where understanding and empathy are built while learners gain meaningful learning experience (Key Principles of Collaborative Learning, 2022). Hence, to make collaborative learning meaningful and effective, there are several rules and guidelines available to help accomplish that.

Key Principles of Collaborative Learning (2022) propose five collaborative learning principles in ensuring effective collaborative learning which are (i) be person-centered, (ii) be creative, (iii) be inclusive (iv) be playful and (v) continue engagement. A person-centered learning brings advantages to both the learners and educators. According to (Anghel et al., 2023), person-centered learning allows a more meaningful learning process as the learners’ personal experiences are employed through the learning activities and topics. Educators also benefited because collaborative learning allows them to be more empathetic in understanding the learners’ experiences and values. Therefore, the learning process in collaborative learning should prioritise learners’ own experiences, emphasize learners’ needs, focus on the learning process and ensure engagement in learning (Key Principles of Collaborative Learning, 2022) to achieve the above mentioned.

The next important principle in collaborative learning is to be creative. To make the learning experience meaningful, a creative learning space must first be created (Den Brok et al., 2010). A creative space allows a safe environment for students to contribute together. One of the ways to stimulate and encourage creativity in collaborative learning is through some interesting visuals (Martín-García et al., 2020). This is crucial to stimulate the learners’ ownership as well as to allow them to share and express their emotions. Apart from being person-centered and creative, inclusivity is another crucial principle. Being person-centered and inclusive is directly related to collaborative learning. Teachers need to be person or learner-centered to encourage positive interaction and engagement among the learners. This will then lead to idea creations and productions. To achieve this, teachers need to be inclusive where they uncover the unique needs of everyone that are shaped and affected by their different backgrounds (Den Brok et al., 2010).

Next, collaborative learning should implement the element of playfulness. The implementation of fun learning and playfulness will contribute to the interest and motivation of learners. This will eventually contribute to positive learning outcomes among the students (Tews et al., 2017). Some of the fun activities that could be implemented would be interactive games and some hands-on activities. The incorporation of these games in collaborative learning would make the learning process more meaningful and interesting for the learners. The last principle for collaborative engagement is continue engagement. Collaborative learning is only effective when the process is on-going and long-lasting. The continuous engagement of collaborative learning would ensure ample support to be given to the learners as they are continuously receiving knowledge (Key Principles of Collaborative Learning, 2022). Furthermore, assessments that involve engagement can help to boost the learners’ confidence and promote the support and good relationships among them. Therefore, the five key collaborative learning principles mentioned above play a pertinent role in promoting effective collaborative learning.

Past Studies on Collaborative Presentations

Collaborative presentation is a vital soft skill for higher education learners to acquire before graduation. Past studies demonstrate the importance of this ability in various academic and professional contexts. Given the competitive nature of today’s job market, graduates need to be equipped with strong presentation skills to succeed (Živković, 2014). However, developing these skills can be challenging due to certain reasons such as lack of confidence, time constraints, and insufficient curriculum focus. In addressing these issues, learners and educators could consider integrating collaborative learning presentations as part of higher education by incorporating existing courses or offering training. Additionally, providing real-world examples of how effective communication has positively impacted graduates’ careers can motivate students to prioritize this skill in their learning process. Furthermore, effective oral presentation skills are essential for developing students’ overall speaking ability.  Hence, by providing a supportive and encouraging environment, educators can motivate learners to believe in their skills and overcome any anxiety related to public speaking.

Besides, previous studies have mostly highlighted several types of collaborative presentations. These include small group discussions, think-pair-share, jigsaw strategy, peer teaching sessions, project-based presentations, peer editing, and interactive workshops (Hasanah et al., 2013). Each type of collaborative learning presentation encourages learners to participate and can be tailored to specific subjects or learning objectives. This allows the learners to delve into topics and share insights for ultimate understanding. For instance, small group discussions allow the learners to be involved by interacting, listening, and teaching one another. Effective group discussion can help learners improve their confidence in oral communication as the discussion can even critique other learner’s points of view as part of prompting the discussion (Stein & Hurd, 2000). In contrast to group discussions, peer editing can help learners review each other’s work or task. The foundation of the task is to articulate their opinion and evaluate their friend’s draft while critically communicating as well as giving appropriate feedback. This will help the learners to collaborate and have an efficient collaborative learning outcome.

In addition, collaborative presentations are widely recognized as a valuable tool for fostering learners’ learning and well-being. Moreover, a study by Hasanah et al. (2013) has shown that these collaborative presentations can enhance constructive, self-regulated, collaboration, critical thinking, and self-regulation skills. Additionally, prior research indicates that collaborative oral presentations can significantly improve students’ language skills, including grammar, vocabulary, and overall language proficiency (Miles, 2014; Rodgers, 2015; Riadil, 2020). Likewise, Chen (2012) found that learners who have plenty of experience in collaborative learning presentations would feel less nervous than in their presentations. This is also in line with Tian and Mahmud (2018) that the most profound strategy in collaborative presentations is the social affective strategy. This would help in expressing their ideas smoothly and maintaining an effective during the oral presentation. Hence, collaborative presentations can be highly beneficial, as it is important to acknowledge that some learners that may experience anxiety or fear of public speaking. To mitigate these challenges, educators or instructors can provide supportive and encouraging environments and offer strategies for overcoming presentation anxiety.

Kuo et al. (2015) pointed out that collaborative presentations are an effective approach for fostering deeper understanding and improving learning outcomes.  Additionally, learners often report that working collaboratively on realistic tasks leads to a more meaningful and effective learning experience compared to working independently. Interaction and collaboration enhance collaborative learning and improve student performance in presentation (Chan et al., 2019). By encouraging active participation and discussion, interaction with peers motivates learners to share ideas and information, leading to a deeper understanding of the subject matter.  However, while collaborative presentation offers many benefits, it is also important to address potential challenges such as group dynamics and unequal participation to ensure that all students have a positive and productive experience.

Effective Presentation Skills

A significant number of learners who are not native English speakers acquire proficiency in the English language through classes in higher education institutions (HEIs), where they typically take a limited number of credit hours per semester. It develops learners’ autonomy, collaborative, and creativity. Research has shown that the ability to deliver effective oral presentations is now important in higher education. Consequently, educational institutions have included it into their curricula to fulfil various objectives. These benefits include enhancing the confidence of learners in public speaking, providing a platform to improve presentation skills and effectively communicate information to peers, encouraging a sense of ownership in the learning environment topics, and facilitating the sharing of personal experiences (Amirian & Tavakoli, 2016). Recognising the significance of oral presentations for the academic and professional development of professionals, higher education institutions have integrated it into their curricula (Gedamu, 2016). Consequently, the educational assignments consisted of oral presentations in various settings.

Presentation skills are considered important to graduate as they provide an opportunity to share ideas, strategies, and best practices in a presentation skill setting. This setting allows them to learn from one another, acquire new abilities, and improve existing ones. Possessing proficient presenting abilities can provide graduates with an advantage in the marketplace, enhancing their self-assurance and enabling them to effectively convey ideas through the use of excellent presentation strategies. Therefore, it is critical for graduates to possess these talents and utilise them strategically for the aim of enhancing employability.

Recent studies by Solmaz (2019) suggest that applying oral presenting strategies can enhance learners’ language proficiency, public speaking skills, and persuasive abilities. Pradhananga et al. (2022) argue that applying oral presentation strategies can enhance collaboration among learners in group settings. Learners will become familiar to collaborating in the preparation and delivery of presentations to the overall class. Implementation of the oral presentation strategy assists learners in developing their proficiency in public speaking (Ibrahim et al., 2022). Implementing the oral presentation method has the potential to enhance learners’ proficiency in communication. In order to achieve the positive effects of this method, learners need to sufficiently prepare their presentations, receive instruction in presentation skills, establish a favourable environment, and receive constructive feedback. Developing communication skills is crucial for students in the field of education and for their future success (Suardika et al., 2023).

Proficiency in effective communication is needed for graduates to develop in order to excel in presentation skills. Proficient communication abilities assist learners in effectively preparing and delivering presentations. This skill is highly advantageous for effectively emphasising research findings or project outcomes in the field of social studies education (Alawamleh et al., 2022). Additionally, proficient communication abilities enable students to effectively interact with their team members (Ainiyah et al., 2022). This skill will prove highly advantageous in the context of teamwork and group discussions that are fundamental to social studies education.

Assignment Management Skills

Managing university assignments efficiently requires a combination of several essential skills such as time management skill, recording skill, research skill, self-discipline and critical thinking skills. Time management involves prioritising tasks, creating schedules, and avoiding procrastination. Recording skill involves keeping both hard copy and soft copy documents related to lectures and assignments in separate folders that are easily accessible. Research skill involves ability to find credible sources and use effective search strategies to complete assignment. Self-discipline involves stay motivated and focused on the tasks by setting milestones to be achieved for each assignment prior to the deadline of the assignment. Critical thinking skill involves analysing information effectively and apply the comprehension of the knowledge acquired in the production of the assignment.

Gregory & Moron-Garcia’s (2009) research on 135 engineering undergraduate students in Loughborough University found that despite the students’ complaint that they feel very stress with coincident deadlines in their several university courses, they feel that their management of these deadlines improves over time. Likewise, in Nguyen & Truong’s (2020) research, the respondents who are Bachelor of English students in Vietnamese university agreed that time management skills played an essential role in their ability to complete assignments of the subject.

Meanwhile, Suamuang et. al’s (2021) revealed that the number of assignments that Thai undergraduate students able to complete during the same timeframe was found to have a strong association with academic achievement. Aside from that, he discovered that not only time management was the strongest predictor of the number of assignments completed as well as time spent on assignments, but time management was also the mediator between self-efficacy and the number of assignments completed. Furthermore, concurrent findings also were found among undergraduate students in King Abdul Aziz university (refer to Alyami et. al, 20210 who acknowledged that preplanning their assignments indeed is beneficial for their academic performance, but they confessed that they have not managed their time effectively for assignment completion.

METHOD

A quantitative research approach using survey research design was employed in this study to investigate whether effective team collaboration can be associated and predict the three individual learning outcomes in collaborative presentation task (students’ presentation skills, assignment management skills, and English language proficiency). The respondents in this study comprised of 47 third semester students in Diploma of English Language Communication programme at one of the public universities in Malaysia. These students who were 19-year-old had previously participated in an in-class collaborative learning initiative for one of their presentation assessments.

After the collaborative presentation assessment had been completed, the respondents were given a set of survey questionnaires to be answered. A total of 27 five-Likert scale items in the questionnaire were adapted from literature review. The items focused on the students’ team collaboration, presentation skills, assignment management skills, and English Language proficiency within the context of collaborative presentation task that the respondents participated earlier.

Next, the questionnaire data was analysed using statistical analyses. Pearson correlation coefficient test and simple linear regression test were performed to answer the first and second research questions respectively. Strength (strong, moderate, weak), direction (positive, negative), and significance (α = 0.05) of the association among the variables were analysed in the Pearson correlation coefficient test. Meanwhile, simple linear regression test analyses R-squared value (R2) that indicates the proportion of variance in the dependent variable (each of the three individual learning outcomes in collaborative presentation task) predicted from the independent variable (effective team collaboration), significance of the regression (α = 0.05), and regression predictive value (increase, decrease).

 The level of R-squared value (R2) was later determined using the following calculation formula: 25% and below (very low), 26%-50% percentile (low), 51- 75% (moderate), 76%- 90% (high), and 91% and above (very high). This is to facilitate the interpretation of results and to provide a clearer understanding of the variance proportion in each of three individual learning outcomes in collaborative presentation task (students’ presentation skills, assignment management skills, and English language proficiency) that has been impacted by effective team collaboration.

FINDINGS AND DISCUSSION

Findings for Research Question 1

Table 1: Pearson Correlation Coefficients Between Individual Learning Outcomes and Effective Team Collaboration

A Pearson correlation coefficient test was performed to evaluate the relationship between effective team collaboration and three individual learning outcomes in collaborative presentation task (students’ presentation skills, assignment management skills, and English language proficiency). Overall, the results in Table 1 indicate effective team collaboration has a significant relationship with all three individual learning outcomes.

There was a significant, very strong, positive relationship between presentation skills and effective team collaboration. r([45])=.788**, p=.000. This denotes a critical role of effective team collaboration in influencing students’ ability to present effectively. It builds an environment in which students can share ideas, feedback and understand each other’s strengths and weaknesses in delivering presentation. Gradually, collaboration instill confidence and sense of ownership among team members to ensure presentations that they deliver are clear, engaging, and impactful.

Next, there was a significant, very strong, positive relationship between assignment management skills and effective team collaboration. r ([45]) =.741**, p=.000. This implies whenever students perform collaborative work like collaborative presentation task, their assignment management skills that involve time management and planning skills substantially improved. The students learn how to set deadlines and coordinate tasks continuously until the assignment is successfully accomplished.

Finally, there was a significant, very strong, positive relationship between English language proficiency and effective team collaboration. r ([45]) =.783**, p=.000. This result indicates the significance of team collaboration in fostering efficacy on the use of English language skills for effective communication. The students keep communicating either verbally or in written form in English among themselves while completing the collaborative presentation which subsequently enable the students to gain better fluency in English.

Findings for Research Question 2

Table 2: Linear regression result for improvement in presentation skills

Simple linear regression analysis was used to test if improvement in presentation skills is predicted by effective team collaboration. The linear regression result was found to be statistically significant (R² = .620, F(1, 45) = 73.573, p < .05). This means effective team collaboration (ß=.031, p = .000) is a significant predictor for improvement in presentation skills with 62% predictive percentage. The fitted regression model was: improvement in presentation skills = 0.031 + 0.965*(effective team collaboration). Thus, effective team collaboration has a significant impact on the individual learning outcomes of participants in a collaborative presentation task, particularly in terms of improving their presentation skills.

By engaging in effective collaboration, students can share ideas, approaches, and best practices pertaining to presentation skills (Mardiningrum & Ramadhani, 2022). This creates a comprehensive learning environment in which they may learn from one another, acquiring new skills in presentation, and strengthen pre-existing ones. Nevertheless, it is important for the lecturers to provide the students with valuable perspectives, recommendations, and evaluations throughout the process of preparing for a collaborative presentation, as this enables individuals to recognise and address areas where they may enhance their presentation skills. Constructive feedback from the lecturer functions as an encouragement for personal development, allowing individuals to identify and improve upon their presentation weaknesses, therefore enhancing their presentation delivery quality.

Table 3: Linear regression result for improvement in assignment management skills

Simple linear regression analysis was used to test if improvement in assignment management skills is predicted by effective team collaboration. The linear regression result was found to be statistically significant (R² = .549, F (1, 45) = 54.762, p < .05). This means effective team collaboration (ß=.637, p = .000) is a significant predictor for improvement in assignment management skills with 54% predictive percentage. The fitted regression model was: improvement in presentation skills = 0.637 + 0.835*(effective team collaboration). Thus, effective team collaboration has a significant impact on the individual learning outcomes of participants in a collaborative presentation task, particularly in terms of improving their assignment management skills.

These findings demonstrate that effective team collaboration enhances assignment management skills. Through collaboration, team members communicate, share and discuss ideas related to resource allocation, schedule management, task division, milestones, and workflow development chart. Subsequently, organised collaboration will be implemented whereby each team member is productive, knows to how prioritise the task that is more important to be done at a particular time, and capable to accomplish tasks perfectly before the deadline (Razali et. al, 2014). Moreover, the students’ cooperation to complete collaborative learning project in HEI like collaborative presentation not only transforms them to become a reliable team player but also develops high sense of accountability in themselves to consistently produce excellent work.

Table 4: Linear regression result for Improvement in English language proficiency

Simple linear regression analysis was used to test if improvement in English language proficiency is predicted by effective team collaboration. The linear regression result was found to be statistically significant (R² = .614, F (1, 45) = 71.526, p < .05). This means effective team collaboration (ß=.335, p = .000) is a significant predictor for improvement in presentation skills with 61% predictive percentage. The fitted regression model was: improvement in English language proficiency = 0.335 + 0.928*(effective team collaboration). Thus, effective team collaboration has a significant impact on the individual learning outcomes of participants in a collaborative presentation task, particularly in terms of improving their English language proficiency.

Being highly proficient in English language provide individuals with a distinct advantage in the employment market as they will be offered a broader selection of career choices and prospects for promotion. Hence, to ensure their graduates are equipped with English language proficiency, collaborative learning strategies has been implemented in English language courses at many HEIs (Ferns et. al, 2019). This action is taken to facilitate improvement in English language proficiency among the students by giving them opportunities to engage, communicate, and resolve issues collectively in English while accomplishing the assigned projects. Collaboration fosters a sense of community and belonging, which can reduce anxiety and build self-esteem among the less proficient students to take risks and continuously trying to communicate in English language despite their pronunciation flaws and grammatical inaccuracies. In addition, as students interact more frequently, they are exposed to diverse perspectives in English language use among their peers such as different accents, dialects, vocabulary, idioms and language expressions, which further enriching their English language skills.

CONCLUSION

The study demonstrates very strong, positive relationships between effective team collaboration with all three individual learning outcomes (students’ presentation skills, assignment management skills, and English language proficiency). Aside from that, effective team collaboration was found to be a significant predictor for improvement in presentation skills. Engaging in collaborative presentation task fosters a feeling of ownership, accountability, and cohesiveness among team members, resulting in enhanced motivation and commitment towards producing an effective presentation. As presentation skills is highly demanded by employers, the knowledge gained from presentation skills is crucial for the students’ future professional career development. Besides that, effective team collaboration was also found to be a significant predictor for improvement in assignment management skills. These skills include improved problem-solving capabilities, better critical thinking, and enhanced adaptability, all of which hold significant value across many different fields. Collaborating also results in different perspectives and innovative opinions during the brain-storming session among the group members which subsequently improve the overall quality of the work produced. In addition, effective team collaboration was found to be a significant predictor for improvement in English language proficiency. If the students plan to work in private sector in the future, fluency in English and the capacity to collaborate effectively in teams are essential to survive in multinational companies which comprise of multiracial employees and multicultural setting.  Future research should focus on investigating the effects of different types of collaborative activities on students’ various skill sets in order to assess the benefits brought by collaborative learning implementation. This would provide valuable insights into students’ employability and future career success.

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