Bahir Dar University

Faculty of Humanities
Department of Journalism and Communication

A STUDY ON GROUP COMMUNICATION PROCESS IN BAHIR

DAR UNIVERSITY: THE CASE OF JOURNALISM AND
COMMUNICATION STUDENTS

Senior Essay
Submitted in Partial Fulfillment of the requirements for the degree of
Bachelor of Arts in Journalism and Communication
By
Ashenafi Zeray
Advisor
Moges Abreha

June, 2016

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Approval
The senior Essay entitled as “A study on group communication process in Bahir Dar University:
the case of journalism and communication students” by student Ashenafi Zeray is approved for
the degree of Bachelor of Arts in Journalism and Communication.

Board of Examiners
Name Signature
Advisor ________________________________ _________________________
Examiner _______________________________ __________________________

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 ACKNOWLEDGEMENT
First and for most I would like to thank my mother who helped me from the beginning to the end
by support financial and moral.
I would like to express my heartfelt gratitude to my advisor Moges Abraha for his constructive
comments and suggestions throughout the development of the research paper.
Finally, I also would like to thank my families, friends and classmates for their financial,
material and moral support during my stay in Bahir Dar University.

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 Content
CHAPTER ONE........................................................................................................................................1
Introduction...............................................................................................................................................1
1.1 Back ground of the study................................................................................................................1
1.2 statement of the problem.................................................................................................................2
1.3 Research questions..........................................................................................................................3
1.4 Objectives of the research...............................................................................................................3
1.4.1 General objective......................................................................................................................3
1.4.2 Specific objectives.....................................................................................................................3
1.5 Significance of the study..................................................................................................................3
1.6 Delimitation (scope) of the study....................................................................................................3
1.7 Limitation of the study....................................................................................................................4
CHAPTER-TWO......................................................................................................................................5
2. REVIEW OF LITRATURE................................................................................................................5
2.1 What is communication?.................................................................................................................5
2.1.1Communication process............................................................................................................6
2.1.2 Intrapersonal Communication...............................................................................................10
2.1.3 Interpersonal Communication...............................................................................................10
2.2 Definition of group communication..............................................................................................11
2.3 Definition of small group and small group communication.......................................................12
2.3.1 Characteristics of Small Groups............................................................................................13
2.3.2 Structure of Small Groups.....................................................................................................13
2.3.3 Functions of Small Groups.....................................................................................................14
2.3.4 Types of group communication..............................................................................................14
2.4 Definition and purpose of teem learning......................................................................................14
2.5 Advantage and disadvantage of group work...............................................................................16
2.5.1 Advantages of group work.....................................................................................................16
2.5.2 Disadvantages of Working in a Group..................................................................................17
2.6 Barriers of group communication and solving techniques.........................................................19
2.6.1 Multicultural barriers............................................................................................................19
2.6.2 Language Barriers..................................................................................................................19
2.6.3 Cultural Barriers....................................................................................................................20
2.6.4 Gender Barriers......................................................................................................................20

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 2.6.5 Problem solving techniques....................................................................................................20
2.7 Theoretical frame..........................................................................................................................22
2.7.1 Muted group theory................................................................................................................22
2.7.2 Structuration Theory..............................................................................................................24
2.7.3 Symbolic Convergence Theory..............................................................................................25
CHAPTER THREE.................................................................................................................................27
3. METHODOLOGY..............................................................................................................................27
3.1 Research design.............................................................................................................................27
3.2 Sampling techniques......................................................................................................................27
3.3 Data gathering instrument............................................................................................................28
3.4 Data analysis..................................................................................................................................29
CHAPTER FOUR...................................................................................................................................30
4. DATA ANALISIS AND INTERPRITATION...................................................................................30
4.1 Data presentation...........................................................................................................................30
4.2 Back ground information..............................................................................................................30
4.2.1 Background information based on sex age and age gap between the members.................30
4.2.2 Back ground information based on years of study...............................................................31
4.3 Group establishment.....................................................................................................................31
4.4 The campus place for their group meeting..................................................................................33
4.5 Those groups participation in their communication...................................................................34
4.6 Cultural background of those groups..........................................................................................35
4.7 The late comer members...............................................................................................................36
4.8 Side effects of late comers during the communication................................................................36
4.9 About raised disagreement...........................................................................................................37
4.10 Usage of non-verbal communication most of time....................................................................38
4.11 Usage of language........................................................................................................................38
4.12 Structure of their group communication...................................................................................39
4.13 Conflict resolution methods of those groups..............................................................................40
4.14 Discussion.....................................................................................................................................40
CHAPTER FIVE.....................................................................................................................................43
5. Conclusion and Recommendation......................................................................................................43
5.1 Conclusion......................................................................................................................................43
5.2 Recommendation.............................................................................................................................45

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Reference..................................................................................................................................................46
Appendix..................................................................................................................................................49

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 CHAPTER ONE
Introduction

1.1 Back ground of the study

The word communication is derived from the Latin word, communis, which means
common. The definition underscores the fact that unless a common understanding results from
the exchange of information, there is no communication (Keyton, 2011).

Group communication does a number of things or functions in a numbers of ways to determine

group outcome. It is a means of transferring information (Stephen W. (9th edu.).

One of the first steps in development a basic understand of communication is coming up with a
definition of the word communication. Many scholars they give different definition for
communication. Generally communication means it is effective self-expression, the exchange of
massages meanings through writing, speaking or images, and it means about sharing and transfer
information from one person to other person (Wahlstrom B.J.1992).

Groups are composed of peoples brought together to share common goal, task or purpose.
Whenever three or more people get together to work on a task are engaged in some common
activity, we have a group. Group communication play important role in our lives. Our human
beings are born in to groups; we live and learn in group, we get include and exclude from groups.
Group communication is more than interactions between dyads of group members and more than
interactions between pairs of group members. As Wahlstrom says groups of from three to twenty
five peoples are generally called small groups and if our group members are larger than twenty
five are called large groups (Wahlstrom B.J. 1992).

So the researcher will be focus on peer-team learning group communication it means

according to Wahlsterom it include in small group communication. Because all groups of Bahir
Dar University journalism and communication their numbers of members are not more than 8
students. Generally in this journalism and communications department has 17 peer-team learning
groups.

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1.2 statement of the problem
According to Ingrid (2011), multiculturalism is where a variety of many different cultural or
ethnic groups live together within the same society.one the challenges of multiculturalism is that
it takes time to make cultures live together peacefully and respectfully. Yes, the beginning is
more challenging since all cultures may have varying attitude to each other’s culture.

CherisKarmarac maintains that language is literally a man-made construction, so the language of

particular culture dose serve all its speakers equally, for not all speakers contribute an equal
fashion for its formation. And it related to this in our society women are not free or as able as
men are to say what they wish, when and where they wish, because the words and the norms for
their use have been formulated by dominant group men. And women’s words are discounted in
our society; women’s thoughts are devaluated (Em.Griffin, n.d.).

A team is made up of a diverse group of people all with their own unique set of experiences.
Those experiences can be cultural, environmental, religious or educational, so according to small
group all of these factors can become barriers to group communication if these group members
do not respect each other’s point of view. A divers group can work to the team has a big
advantage because it offers many point of view on the same topic, but without mutual respect,
those differing point of view can cause huge hurdles to effective communication.

Groups are quite difficult to generalize about because they are so varied. As individuals move
through their life style, the struggle to overcome the barriers that stand in the way of their goals.
In order to have consistently successful groups, one has to understand both problem solving and
disagreement management.

The main purpose of group communication is who share a similar interest may get together and
establish and to achieve a common or similar interest. And it formed in the work place to address
and solve specific problems and challenges (Wahlstrom, B, J. 1992).

In this study it has limitations of related researches in journalism student’s group

communication before doing this, so this is one gap of this study. In order to this the researchers
focus area Bahir Dar University Journalism and Communications students how their group

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communication do in practice and to analyze or evaluate their gaps or their process of
communication.

1.3 Research questions

 What are the mechanisms of group communication at Bahir Dar University Journalism
and communication students?
 How the group members participate in the communications?
 What are the major factors to affect the group communication of Bahir Dar University
Journalism and Communications students?

1.4 Objectives of the research

1.4.1 General objective

The main objective of this study is to explore the process of group communication of Bahir
Dar University Journalism and Communication students.

1.4.2 Specific objectives

 To scrutinize students group communication patterns
 To analysis the process of communications problem solving system in group
communication
 To identify factors affecting group communication of Journalism students

1.5 Significance of the study

The study will be valuable for journalism and communications students and teachers to
know the way, source of conflict or problem in group communication, and the study useful as
point of reference for other researchers who are interested to do similar researches on the area.

1.6 Delimitation (scope) of the study

The study focuses in all regular journalism and communications undergraduate in Bahir
Dar University student’s peer-team learning groups, since regular students have been organized a
long time and they have weekly program to communicate together.

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 Other forms of group composition other than students peer learning team were not part
of the sample.

1.7 Limitation of the study

In this study there will be a limitation of stationary materials. The other limitation of
this study is it has not related papers to use us a bench mark for this study in Bahirdar university
students teem learning group communication.

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 CHAPTER-TWO

2. REVIEW OF LITRATURE

2.1 What is communication?

Communication can be defined as the process of transmitting information and common
understanding from one person to another. The word communication is derived from the Latin
word, communis, which means common. The definition underscores the fact that unless a
common understanding results from the exchange of information, there is no communication.
(Keyton, 2011)

According to (Weekley, E. 1967), the root of the word “communication” in Latin is

communicare, which means to share, or to make common. Communication is defined as the
process of understanding and sharing meaning. (Pearson, J., & Nelson, P. 2000).

At the center of our study of communication is the relationship that involves interaction between
participants. This definition serves us well with its emphasis on the process, which we’ll examine
in depth across this text, of coming to understand and share another’s point of view effectively.

The first key word in this definition is the word process. A process is a dynamic activity that is
hard to describe because it changes (Pearson, J., & Nelson, P. 2000).

The second key word is understanding. To understand is to perceive, to interpret, and to relate
our perception and interpretation to what we already know (McLean, S. 2003).

Next comes the word sharing. Sharing means doing something together with one or more other
people. You may share a joint activity, as when you share in compiling a report; or you may
benefit jointly from a resource, as when you and several co-workers share a pizza. In
communication, sharing occurs when you convey thoughts, feelings, ideas or insights to others.
You can also share with yourself—a process called intrapersonal communication—when you

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bring ideas to consciousness, ponder how you feel about something, or figure out the solution to
a problem and have a classic “Aha!” moment where something becomes clear.

Finally, meaning is what we share through communication. The word “bike” represents both a
bicycle and a short name for a motorcycle. By looking at the context the word is used in, and by
asking questions, we can discover the shared meaning of the word and understand the message.

According to Davies, M. F. (1994), Communication takes place when we are supposedly at

the same level of understanding and comprehension as other interlocutors. Communication is
therefore not what is said whether verbally or non-verbally, but what is understood. We have
discussed earlier that understanding is influenced by perceptions and perceptions evolved over a
period of time and color our understanding. We all have personal perceptions, and therefore
understanding would need a conscious and deliberate effort by us and cannot be left to chance,
expecting it to happen by itself.

Communication is an activity, skill, and art that incorporates lessons learned across a wide
spectrum of human knowledge. Perhaps the most time-honored form of communication is
storytelling. We have told each other stories for ages to help make sense of our world, anticipate
the future, and certainly to entertain ourselves. We gather around in groups and hear or see
stories that say something about our world, our community, who we are. Telling a story to your
friends or peers draws on your understanding of yourself, your message, and how you
communicate it to a group that is simultaneously communicating back to you. They respond to
your story, perhaps tell a few of their own, and you feel like you are in a group. You are an
individual, and a member of the group, at the same time. You are a member of many groups.
Knowing how to communicate effectively as a member of a team or in a group is key to your
success.

2.1.1Communication process
According to (Keyton, 2011), Communication process have two common elements in every
communication exchange are the sender and the receiver. The sender initiates the
communication. In a school, the sender is a person who has a need or desire to convey an idea or
concept to others. The receiver is the individual to whom the message is sent. The sender

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encodes the idea by selecting words, symbols, or gestures with which to compose a message. The
message is the outcome of the encoding, which takes the form of verbal, nonverbal, or written
language. The message is sent through a medium or channel, which is the carrier of the
communication. The medium can be a face-to-face conversation, telephone call, e-mail, or
written report. The receiver decodes the received message into meaningful information. Noise is
anything that distorts the message. Different perceptions of the message, language barriers,
interruptions, emotions, and attitudes are examples of noise. Finally, feedback occurs when the
receiver responds to the sender's message and returns the message to the sender. Feedback allows
the sender to determine whether the message has been received and understood. The elements in
the communication process determine the quality of communication. A problem in any one of
these elements can reduce communication effectiveness. This means In fact, communication is
successful only when both the sender and the receiver reach a common understanding regarding
the same information as a result of the communication process.

In order to better understand the communication process and how it provides a foundation for
group communication, let’s break it down into eight essential components. Each component
serves an integral function in the overall process (McLean, S. 2005).

Source

The source imagines, creates, and sends the message. In a public speaking situation, the source is
the person giving the speech. He or she conveys the message by sharing new information with
the audience. The speaker also conveys a message through his or her tone of voice, body
language, and choice of clothing. Taking a turn as a group member can sometimes feel like a
speech as all eyes are on you. The speaker begins by first determining the message what they
want to say and how they want to say it. The next step involves encoding the message by
choosing just the right order or the perfect words to convey the intended meaning. The third step
is to present the information, sending the information to the receiver, audience, or group
members. Finally, by watching for the audience’s reaction, the source perceives how well they
received the message, and responds with clarification or supporting information.

Message

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The message is the stimulus or meaning produced by the source for the receiver or audience.
When you plan to give a speech or write a report, your message may seem to be only the words
you choose that will convey your meaning. But that is just the beginning. The words are brought
together with grammar and organization. You may choose to save your most important point for
last.

Channel

The channel is the way in which a message or messages travel between source and receiver. For
example, think of your television. How many channels do you have on your television? Each
channel takes up some space, even in a digital world, in the cable or in the signal that brings the
message of each channel to your home. Television combines an audio signal you hear with a
visual signal you see.

Receiver

The receiver receives the message from the source, analyzing and interpreting the message in
ways both intended and unintended by the source. To better understand this component, think of
a receiver on a football team. The quarterback throws the message (football) to a receiver, who
must see and interpret where to catch the football. The quarterback may intend for the receiver to
“catch” his message in one way, but the receiver may see things differently and miss the football
altogether. When the quarterback and receiver, as well as the rest of the team, fail to
communicate, an interception like a miscommunication is bound to occur.

As a receiver you listen, see, touch, smell, and/or taste to receive a message. Your team members
“size you up,” much as you might check them out long before you open your mouth. The
nonverbal responses of your listeners can serve as clues on how to adjust your opening. By
imagining yourself in their place, you anticipate what you would look for if you were them. Just
as a quarterback plans where the receiver will be in order to place the ball correctly, you too can
recognize the interaction between source and receiver in a business communication context. All
of this happens at the same time, illustrating why and how communication is always changing.

Feedback

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 According to Leavitt, & Mueller, R. (1951), when you respond to the source, intentionally or
unintentionally, you are giving feedback. Feedback is composed of messages the receiver sends
back to the source. Verbal or nonverbal, all of these feedback signals allow the source to see how
well, how accurately (or how poorly and inaccurately) the message was received. Feedback also
provides an opportunity for the receiver or audience to ask for clarification, to agree or disagree,
or to indicate that the source could make the message more interesting. As the amount of
feedback increases, the accuracy of communication also increases some effects of feedback on
communication. Human Relations.

Environment

The environment is the atmosphere, physical and psychological, where you send and receive
messages .The environment can include the tables, chairs, lighting, and sound equipment that are
in the room. The room itself is an example of the environment. The environment can also include
factors like formal dress that may indicate whether a discussion is open and caring or more
professional and formal. People may be more likely to have an intimate conversation when they
are physically close to each other, and less likely when they can only see each other from across
the room. In that case, they may text each other, itself an intimate form of communication
(McLean, S. 2005).

Context

According to (McLean, S. 2005), “The context of the communication interaction involves the
setting, scene, and expectations of the individuals involved.” A professional communication
context may involve business suits (environmental cues) that directly or indirectly influence
expectations of language and behavior among the participants. Context is all about what people
expect from each other, and we often create those expectations out of environmental cues.

Interference

Interference, also called noise, can come from any source. Interference is anything that blocks or
changes the source’s intended meaning of the message. For example, if you drove a car to work
or school, chances are you were surrounded by noise. Car horns, billboards, or perhaps the radio
in your own car interrupted your thoughts, or your conversation with a passenger.

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Psychological noise is what happens when your own thoughts occupy your attention while you
are hearing, or reading, a message (McLean, S. 2005).

2.1.2 Intrapersonal Communication

According to Knapp, M.L (1984), Intrapersonal communication takes place within a single
person, often for the purpose of clarifying ideas or analyzing a situation. Other times,
intrapersonal communication is undertaken in order to reflect upon or appreciate something.
Three aspects of intrapersonal communication are self-concept, perception and expectation. Self-
concept is the basis for intrapersonal communication, because it determines how a persona sees
him/herself and is oriented toward others. Self-concept (also called self-awareness) involves
three factors: beliefs, values and attitudes. Beliefs are basic personal orientation toward what is
true or false, good or bad; beliefs can be descriptive or prescriptive. Values are deep-seated
orientations and ideals, generally based on and consistent with beliefs, about right and wrong
ideas and actions. Attitudes are learned predisposition toward or against a topic, ideals that stem
from and generally are consistent with values.

2.1.3 Interpersonal Communication

Interpersonal communication involves a direct face-to-face relationship between the sender and
receiver of a message, who are in an interdependent relationship. Because of interpersonal
communication’s immediacy (it is taking place now) and primacy (it is taking place here), it is
characterized by a strong feedback component. Communication is enhanced when the
relationship exists over a long period of time. Interpersonal communication involves not only the
words used but also the various elements of nonverbal communication. The purposes of
interpersonal communication are to influence, help and discover, as well as to share and play
together (Knapp, M.L. 1984).

According to (Knapp, M.L.1984), Interpersonal communication normally involves two people,

and can range from intimate and very personal to formal and impersonal. You may carry on a
conversation with a loved one, sharing a serious concern. Later, at work, you may have a brief

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conversation about plans for the weekend with the security guard on your way home. Both
scenarios involve interpersonal communication, but are different in levels of intimacy. The first
example implies a trusting relationship established over time between two caring individuals.
The second example level implies some previous familiarity, and is really more about
acknowledging each other than any actual exchange of information, much like saying hello or
goodbye.

2.2 Definition of group communication

According to McLean, S (2005), Groups and teams are an important part of our daily lives.
They are important to our personal and professional success. Learning ways to be a productive
group member, within our families, church, work, or community, make a significant difference.
From schools to hospitals, colleges and universities, businesses and government, everyone has
come to recognize the importance of effective, collaborative groups and teams.

Group communication is a dynamic process where a small number of people engage in a

conversation. Group communication is generally defined as involving three to eight people. The
larger the group, the more likely it is to break down into smaller groups.

Group communication may be defined as the exchange of information with those who are alike
culturally, linguistically, and/or geographically. Group members may be known by their
symbols, such as patches and insignia on a military uniform. They may be known by their use of
specialized language or jargon; for example, someone in information technology may use the
term “server” in reference to the internet, whereas someone in the food service industry may use
“server” to refer to the worker who takes customer orders in a restaurant. Group members may
also be known by their proximity, as in gated communities. Regardless of how the group defines
itself, and regardless of the extent to which its borders are porous or permeable, a group
recognizes itself as a group. Humans naturally make groups a part of their context or
environment.

Cohesive groups satisfy members’ need for affiliation. Some members have a need to socialize
because their relationships outside the group are unsatisfactory or nonexistent. For example, have
shown that group work can be effective in meeting the needs of socially isolated older persons.

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Cohesive groups recognize members’ accomplishments, and promote members’ sense of
competence. Members are attracted to the group when they feel that their participation is valued
and when they feel they are well-liked. Groups are also more cohesive when they provide
members with a sense of security (Ronald W. Toseland Robert F. Rivas. 2005).

2.3 Definition of small group and small group communication

According to Bormann and Bormann (1980), described a small group as an interaction between
two or more individuals who interact over time to achieve one or more common group goals or
to achieve individual goals that are valued by each member who believes that this group can help
him/her achieve them.( Jones, George and Hill. 2000) supported Bormann and Bormann’s earlier
study by defining small groups as two or more persons who are interacting with one another in
such a manner that each person influences and is influenced by the other person .

When you think of small groups, you probably think of the much dreaded group assignment that
you have endured in high school and college. You are less likely to think of the numerous other
groups to which you belong that bring more positive experiences, such as your family and
friendship groups or shared-interest groups. Group communication scholars are so aware of this
common negative sentiment toward group communication that they coined the term group hate
to describe it. Small groups, however, aren’t just entities meant to torture students; they have
served a central purpose in human history and evolution. Groups make it easier for us to
complete a wide variety of tasks; help us establish meaningful social bonds; and help us create,
maintain, and change our sense of self. Negative group experiences are often exacerbated by a
lack of knowledge about group communication processes. We are just expected to know how to
work in groups without much instruction or practice. This lack of knowledge about group
communication can lead to negative group interactions, which creates a negative cycle that
perpetuates further negative experiences. Fortunately, as with other areas of communication,
instruction in group communication can improve people’s skills and increase people’s
satisfaction with their group experiences. Small group communication refers to interactions
among three or more people who are connected through a common purpose, mutual influence,
and a shared identity.

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The definition of a small group is subjective to who is making the definition. A person from a
large organization may view a small group as a department in their organization containing
hundreds of people, while a mother may view her family of four as a small group (Hartley,
1997).

2.3.1 Characteristics of Small Groups

Different groups have different characteristics, serve different purposes, and can lead to positive,
neutral, or negative experiences. While our interpersonal relationships primarily focus on
relationship building, small groups usually focus on some sort of task completion or goal
accomplishment. A college learning community focused on math and science, a campaign team
for a state senator, and a group of local organic farmers are examples of small groups that would
all have a different size, structure, identity, and interaction pattern (Donald G. Ellis and B.
Aubrey Fisher. 1994).

2.3.2 Structure of Small Groups

According to Donald G. Ellis and B. Aubrey Fisher (1994), Internal and external influences
affect a group’s structure. In terms of internal influences, member characteristics play a role in
initial group formation. For instance, a person who is well informed about the group’s task
and/or highly motivated as a group member may emerge as a leader and set into motion internal
decision-making processes, such as recruiting new members or assigning group roles that affect
the structure of a group. Different members will also gravitate toward different roles within the
group and will advocate for certain procedures and courses of action over others. External factors
such as group size, task, and resources also affect group structure. Some groups will have more
control over these external factors through decision making than others. For example, a
commission that is put together by a legislative body to look into ethical violations in athletic
organizations will likely have less control over its external factors than a self-created weekly
book club.

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Group structure is also formed through formal and informal network connections. In terms of
formal networks, groups may have clearly defined roles and responsibilities or a hierarchy that
shows how members are connected. The group itself may also be a part of an organizational
hierarchy that networks the group into a larger organizational structure. This type of formal
network is especially important in groups that have to report to external stakeholders. These
external stakeholders may influence the group’s formal network, leaving the group little or no
control over its structure. Conversely, groups have more control over their informal networks,
which are connections among individuals within the group and among group members and
people outside of the group that aren’t official. For example, a group member’s friend or relative
may be able to secure a space to hold a fundraiser at a discounted rate, which helps the group
achieve its task. Both types of networks are important because they may help facilitate
information exchange within a group and extend a group’s reach in order to access other
resources. Size and structure also affect communication within a group. In terms of size, the
more people in a group, the more issues with scheduling and coordination of communication.
Remember that time is an important resource in most group interactions and a resource that is
usually strained.

2.3.3 Functions of Small Groups

Even with the challenges of group membership that we have all faced, we still seek out and
desire to be a part of numerous groups. In some cases, we join a group because we need a service
or access to information. We may also be drawn to a group because we admire the group or its
members. Whether we are conscious of it or not, our identities and self-concepts are built on the
groups with which we identify. So, to answer the earlier question, we join groups because they
function to help us meet instrumental, interpersonal, and identity needs (Donald G. Ellis and B.
Aubrey Fisher. 1994).

2.3.4 Types of group communication

According to Davis, B.G. (1993), those types of groups are prominent in group communication.

 Primary group—fulfills the basic human needs of associating with others( Family Unit)
 Study group—meets to learn new ideas
 Therapy group—provides treatment for the personal issues group members have
 Problem-solving group—exists to resolve an issue or work out a problem
 Focus group—people asked to discuss a particular topic or issue and provide feedback
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  Social group—exists just for the joy and satisfaction of group members

2.4 Definition and purpose of teem learning

According to Di Napoli (2004), to keep pace with current developments in higher education
around the world, the study focuses on what is now commonly called student-centered learning.
As the concept itself is too broad, only one dimension of it is discussed, namely, group-based
learning (Barkley, Cross & Major, 2005). For some time, group or team work has become a
buzzword for numerous policy documents governing higher education and various other
professional domains in many parts of the world (Bologna Declaration, 1999). What group/team
work entails, what it exactly means for students and what it takes for them to be acquainted with
team work spirit are highlighted in the four papers making up this study. Group-based learning
can be applied to any educational domain, any discipline and any level. But for the present study,
it has been limited to the discipline of English language education, and more precisely, to the
area of writing and peer assessment with undergraduate students.

According to Di Napoli (2004), student-center learning is a set of pedagogical methods,

strategies, processes and practices meant to implement a teaching and learning environment that
puts the students’ experience at the center. Those practices may include, among others, the
recognition that students learn in different ways and have different learning styles, that learning
is fostered through dialogue between teacher and students, and between students and their peers.
Moreover, student-center learning posits that students construct their own meaning by talking,
listening, writing, reading and reflecting on content, ideas, issues and concerns.

According to Griffiths (2009), when students are involved in such discussions they obtain
the opportunity to think and to engage with their own and others’ learning through the
articulation of views and understanding and in that manner, they are stimulated to take
responsibility for their own learning.

Barkley et al. (2005), identified three types of group work on the basis of their goal,
activity to be undertaken and time to be spent on it, namely formal learning groups, informal
learning groups and study groups.

15
Formal learning groups are established by the instructor when students have to undertake and
complete a complex task during several class sessions or even weeks. The criteria to use to
decide upon group size and who may be part of a given group remain the responsibility of the
instructors and mostly, they will aim at achieving heterogeneity by mixing different abilities and
competencies. The purpose of all this is to use groups to accomplish shared goals, to capitalize
on different talents and knowledge of the group and to maximize the learning of everyone in the
group.

Informal learning groups are temporary, randomly selected groups that last for only one
discussion or one class period. Their major purpose is to ensure active learning. These groups are
normally made of clusters of students who decide by themselves to work together in class to
discuss an issue for better understanding such as responding to a question and brainstorming
ideas.

Study groups also known as base groups or learning teams are long-term groups with a stable
membership, more like learning communities. Their main purpose is to provide support and
encouragement and help students feel connected to a community of learners. Study groups may
also be initiated by students themselves and their members meet regularly to lend support to one
another for better understanding of course materials and better academic achievement. This way
of group working is believed to foster deep learning, more motivation to learn and stronger group
cohesion

2.5 Advantage and disadvantage of group work

2.5.1 Advantages of group work
According to Sravani (2015), one might opt to work in a group, due to many reasons. What one
needs to see is what works best for the job as well as the person. Here are some points on the
positives of working in a group.

 .More productive: It is been found that one of the main benefits of working in a group is
that it helps to raise the complete output. If working in a group, everyone works together
making use of the best of their skills to make sure of quality output. It will also guarantee
that there has not been any compromise on the quality of the production, whilst working
as a team.

16
 More resources: One thing to realize is that more the number of people that joins the
group, the resources also increase alongside it. For example, as more people are added,
the total ability of the person also increases. Other than the skills, the experience of each
new person is as well added to the group. If the person is working individually, he will
not have the support from the other people in the group.
 More reliable: One good thing about working in groups is that if in case someone is not
keeping well or if they miss the work for some reason, the job can still be done properly
and efficiently by the rest of the people in the team. Since, working in a group there are
people who are aware of what happening at work. This is not possible if a person is
working alone or individually. If one works in a group, they can also ensure that the ideas
or suggestions, which are not at par, are rejected at the very beginning.
 Learn things: It is seen that more often that, people in a group can go on to learn new
things from the others. They get the option to learn from each other. All people while
working in groups have their own ideas, from which another person can learn so many
things. On the other hand, when one is working individually, they have to do things on
their own. You do not have the time to learn anything from anyone else.
 New Method: When working in a group, each one gets the opportunity to come out with
their own ideas and suggestions, thus paving way for new methods on how to complete
the job, properly. Each one can work towards the success of the work. Since, it is a large
group, there could be quite a few of the suggestions or ideas by some of the people that
are innovative and novel, which could help the job to complete successfully.
 Information Exchange: While working in a group, everyone gets the opportunity to
communicate to others well within the group. Each idea or suggestions, whoever it is by
is considered and thoroughly discussed before the group arrives at a conclusion. Hence,
we can find that the flow of conversation or communication is smooth and effortless
within the people of the group. There is as well a correct exchange of information
happening. This contributes a lot to the success of the job, given.
 Team commitment: When one is committed to work in a team, the person can go on to
encourage and support the performance as a group. A person, totally dedicated to the job
at hand and to the team, will also make sure to be present to do the job. This is known as
total team commitment.

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2.5.2 Disadvantages of Working in a Group
According to Sravani (2015), working in groups is not without its disadvantages. It may not
work out for the best, all the time. Trying to get people in a group to work together is very
strenuous and also takes up a lot of time. At the same time, if everyone comes together to work
towards the success, there is nothing better than that. Here are some negative points of working
in a group.

 Unequal Participation: It is quite possible that while in a group some of the customers
may not do that much work, while others may work hard. This inequality in the work
done, could cause trouble between the people in the group. This would also cause
bitterness amongst the members of the group, because some may be getting
acknowledged for a work that they have not even done, at all, while others may have
strived hard to get that honor. Jealousy, in such a scenario, is without a doubt inevitable.
 Intrinsic Conflict: When a wide variety of people start to work in a group, disagreement
is sure to arise between all the people in the group. Each person may have their own ideas
which could conflict with what the other person has to suggest. Some people in a group
might also find it difficult to accept suggestions or ideas from another person, as they
would rather everyone else accept their ideas or suggestions. This conflict, could as well
put a stop to the flow of work, until the issue is resolved.
 No Individual thinking: While working in a group, there is no place for individual
thinking. It is by no means a one man show. It is more of an group effort to complete a
job properly. Each ideas and suggestions put forward by all the members of the group
have to be taken into account for successful completion of the work.
 Decision making takes time: In view of the fact that it is a group effort, suggestions and
ideas from all of the people in a group have to be taken into account. Prior to making any
decision, all aspects are to be thoroughly discussed and considered, which consequently
takes up a lot of time and energy.
 Easy to avoid work: When in a group especially a large one, it is very easy for the person
to avoid work and leave it to others to complete. It may take some time, before someone

18
 actually pays attention to this fact. One can work, in whatever way possible and can also
get acknowledgement for work done by someone else, as it is team work and the person
is part of the team.
 Loss of creativity: Whenever working in a group, the group thinking becomes more
relevant. Because of this reason, the creativity has been stumped. One can never make a
good decision, because each and every person of the group will have a say in it.
 Time consuming: The whole process could be time consuming, while working in a group.
It takes a lot of time, since there is need for agreement and co-ordination from all
members of the team.
 Inequality in getting work: If the person opts to work in a group, when the work is being
distributed chance is not every one gets equal amount of work. Someone might end up
with more work, while other might get only little to do. This discrepancy in getting the
work, can also lead to conflict.
 People might loaf around: One other issue while working in a group, is that some of the
people may just hang around, gossiping or loafing around without doing the job. This
could result in lesser productivity from their end.

2.6 Barriers of group communication and solving techniques

2.6.1 Multicultural barriers
According to Ronald W. Toseland Robert F. Rivas (2005), multicultural differences
within the group can have an important impact on the development of group culture and the
social integration of all members. For example, individualism, competitiveness, and achievement
are more valued in American and European cultures than are humility and modesty, which are
more prevalent in some non-Western cultures. Similarly, experiences of group survival, social
hierarchy, inclusiveness, and ethnic identification can powerfully influence the beliefs,
ideologies, and values that are held by racially and ethnically diverse members, but these same
experiences may have little salience for members of majority groups who have long been
acculturated to dominant societal values Insensitivity to these values, however, can isolate and
alienate minority members and reduce their opportunity for social integration within the group.
When the membership of a group is diverse, group culture emerges slowly. Members contribute
unique sets of values that originate from their past experiences as well as from their ethnic,
cultural, and racial heritages. These values are blended through group communications and

19
interactions. In early meetings, members explore each other’s unique value systems and attempt
to find a common ground on which they can relate to each other. By later meetings, members
have had a chance to share and understand each other’s value systems.

2.6.2 Language Barriers

Language that describes what we want to say in our terms may present barriers to others who are
not familiar with our expressions, buzz-words, and jargon. When we couch our communication
in such language, it is a way of excluding others. In a global setting the greatest compliment we
can pay another person is to talk in their language. Living languages derive from other languages
and successfully absorb and indigenize the borrowed words and phrases into its usage. A dialect
for example would identify a person geographically and identically certain slang would reveal
the cultural or group orientation of the persons speaking it. The same are then barriers, if spoken
in situations and with people, who may not be able to relate to them (Bochner, A. P., DiSalvo V.
& Jonas V. 1975).

2.6.3 Cultural Barriers

According to Bochner, A. P., DiSalvo,V., & Jonas,V.(1975),When we join a group and wish to
remain in it, sooner or later we need to adopt the behavior patterns of the group. These are the
behaviors that the group accepts as signs of belonging. The group rewards such behavior through
acts of recognition, approval, and inclusion. In groups which are happy to accept you and where
you are happy to conform, there is a mutuality of interests and a high level of win-win contact.
Where, however, there are barriers to your membership of a group, a high level of game-playing
replaces good communication. It is interesting to note that we can adapt to different culture once
we come to accept it and appreciate that cultures are different so that we can be recognized from
others and that no specific connotations need to be attached to one culture or the other.

2.6.4 Gender Barriers

There are distinct differences between the speech patterns in a man and those in a woman.
Global studies suggest that a woman speaks between 22,000 and 25,000 words a day whereas a
man speaks between 7,000 and 10,000. In childhood, girls speak earlier than boys and at the age
of three, have a vocabulary twice that of boys. The reason for this lies in the wiring of a man's

20
and woman's brains. When a man talks, his speech is located in the left side of the brain but in no
specific area. When a woman talks, the speech is located in both hemispheres and in two specific
locations. Scientifically speaking, a man talks in a linear, logical and compartmentalized way,
which are the features of left-brain thinking; whereas a woman talks more freely, mixing logic
and emotion, features of both sides of the brain. It also explains why women talk for much
longer than men each day (Bochner, A. P., DiSalvo, V., & Jonas, V. 1975).

2.6.5 Problem solving techniques

Competing is assertive and uncooperative, a power-oriented mode. When competing, an
individual pursues his or her own concerns at the other person’s expense, using whatever power
seems appropriate to win his or her position. Competing may mean standing up for your rights,
defending a position you believe is correct or simply trying to win (Kester, Prudence Bowman &
Ray, Larry. 2002).

Accommodating is unassertive and cooperative—the opposite of competing. When

accommodating, an individual neglects his or her own concerns to satisfy the concerns of the
other person; there is an element of self-sacrifice in this mode. Accommodating might take the
form of selfless generosity or charity, obeying another person’s order when you would prefer not
to, or yielding to another’s point of view (Kester, Prudence Bowman & Ray, Larry. 2002).

Avoiding is unassertive and uncooperative. When avoiding, an individual does not immediately
pursue his or her own concerns or those of the other person. He or she does not address the
conflict. Avoiding might take the form of a diplomatically sidestepping an issue, postponing an
issue until a better time, or simply withdrawing from a threatening situation ( Kester, Prudence
Bowman & Ray, Larry. 2002).

Compromising is intermediate in both assertiveness and cooperativeness. When compromising,

an individual has the objective of finding an expedient, mutually acceptable solution that
partially satisfies both parties. Compromising falls on a middle ground between competing and
accommodating, giving up more than competing but less than accommodating. Likewise, it
addresses an issue more directly than avoiding but doesn’t explore it in as much depth as

21
collaborating. Compromising might mean splitting the difference, exchanging concessions, or
seeking a quick middle-ground position (Kester, Prudence Bowman & Ray, Larry. 2002).

Collaborating is both assertive and cooperative. When collaborating, an individual attempts to

work with the other person to find a solution that fully satisfies the concerns of both. It involves
digging into an issue to identify the underlying concerns of the two individuals and to find an
alternative that meets both sets of concerns. Collaborating between two persons might take the
form of exploring a disagreement to learn from each other’s insights, resolving some condition
that would otherwise have them competing for resources, or confronting and trying to find a
creative solution to an interpersonal problem ( Kester, Prudence Bowman & Ray, Larry. 2002).

2.7 Theoretical frame

2.7.1 Muted group theory
According to Burnett, et al. (2009), stats, muted group theory was originally developed by
Edwin and Shirley Ardener, a husband and wife team from Oxford, England. This theory
examines how dominant groups alone create and determine “the appropriate communication
systems” of a culture.

According to this theory, a language system does not serve all of a culture’s voices equally
(Griffin, 2004). The term “muted groups” refers to minority groups that are subordinates of the
dominant group. Muted groups are not allowed or able to contribute to a culture’s language in
the same way that dominant groups are, according to muted group theory. This does not mean
that muted groups don’t contribute to culture, however, it does mean that their contributions may
be outside the expectations of the dominant culture.

According to muted group theory, it may be necessary to restructure language so that

minority groups are more integral in language creation and evolution. In 1985 Kramarae and
Paula Treichler actually took this idea and acted on it by compiling a feminist dictionary that
defines words differently than Webster’s New International Dictionary. It also defines words not
included in most other dictionaries (Griffin, 2004). It may benefit both muted groups and society

22
as a whole if dictionaries defining the language of muted groups are created, or if language from
muted groups is incorporated into mainstream dictionaries

Muted group theory was in many ways an opposition to the idea that the “woman’s
perspective” simply needed to be added to the already existing culture to even-out the gender
playing field (Ardener, 2005). Muted group theory states that in societies where men are the
dominant group, the language is encoded by and for men; so a women’s perspective is not in
existence, and women must operate within language barriers established by men (Kramarae,
1981). Muted group theorists seek to discover and create “equal access to discourse” (Spender,
1980).

Muted group theory is based upon the concept that discourse “reflects a world view”
(Griffin, 2004). According to this theory, a discourse system that does not serve all speakers
equally has the ability to dominant those who are not involved in its original. According to
Edwin and Shirley Ardener, the dominant group alone creates and determines “the appropriate
communication systems” of a culture (Burnett et al., 2009). In the U.S., language is considered to
be constructed by the dominant group: white, hetero-men of the middle-class (Kramarae, 2011).

According to Griffin (2006), believes, muted groups are those minority groups who are
forced to use such a discourse system, but have little influence on it.

The term “muted groups” refers to subordinates of the dominant race, which in patriarchal
societies includes women. As women are inherently and biologically different from men and
have experiences unique to them, any language system created by men is going to inhibit their
ability to express these unique experiences. Some examples of women’s only experiences
include childbirth, abortion, motherhood and menstruation. “Women are a muted group in that
some of their perceptions cannot be stated, or at least not easily expressed, in the idiom of the
dominant structure” (Griffin, Foss & Foss, 2004).

The speech of muted groups is disrespected and not allowed to affect policy-making (Kramarae,
2011). As a result, words utilized only by muted groups may eventually become unspoken and
irrelevant (Kramarae, 1981).

23
Muted group theory provides a venue through which the world’s views and articulation of those
views is conceptualized. It provides a glimpse into a culture’s underlying power structures
through language (Kramarae, 1981).

A 2009 study conducted at a U.S. college examined how muted group theory affects and
possibly helps create the perceptions college students from different social areas have on date
rape. Results from this study showed that college students were often muted when attempting to
convey thoughts on date rape because society has not accurately defined what date rape is
(Burnett et al., 2009). Not only did the students have trouble describing the parameters of date
rape they also felt that when date rape occurred it was rarely voiced. “Female students especially
reported feeling muted” (Burnette et al., 2009). Flaws in this study lie in the unwillingness of
individuals to openly speak about date rape, a conclusion that the study itself supported. If
women feel muted when speaking about date rape it is likely they did not contribute to the study
as vocally as their male counterparts did.

2.7.2 Structuration Theory

Structuration Theory distinguishes between systems, such as small groups, and structures, the
practices, rules, norms, and other resources the system uses to function and sustain itself. When
applied to small groups, Structuration Theory views small groups as systems that both produce
structures and are produced by structures. This means that group members follow particular rules
in their interactions that produce some sort of outcome. That outcome eventually influences the
group's future interactions.

Structuration refers to the processes group members employ as they work together. Structures
both produce a system (in this case, a group) and are outcomes of a system. For example,
suppose a committee decides to meet every second Wednesday of the month from 2:30-4:00 p.m.
This regular meeting is a rule ("The committee will meet every second Wednesday of the month
from 2:30-4:00 p.m.") that the group produced (and is thus an outcome of group interaction) as
well as an instrument for producing the group. Other structures include methods of voting, norms

24
of interaction, leadership styles, decision-making procedures, and rules for distributing the
group's workload.

According to Structuration Theory, group members interact according to particular rules, and
those group members also produce those rules through their interactions. This suggests that
group members can negotiate group structures, yet at the same time, their interactions are
constrained by those structures. For example, group members may decide to take turns leading
each group meeting. The group member in charge of a particular meeting constructs and
distributes the agenda, reminds others of the meeting, and makes arrangements for the meeting
room. However, if the group found this structure was not working (e.g., group members forgot
when it was their turn to lead the meeting), members could consider changing their procedures.
Still, group member interactions may be constrained by the original structure, particularly if
members A and B fulfilled their leadership duties and members C, D, and E did not.

Structuration theorists are interested in the way group members enact structures in their
interactions. So structuration researchers observe group interaction directly. Researchers have
examined the way group members' attitudes affect the structuration process, the influence of
different types of structures on group decision-making and problem-solving, institutional
constraints on group structures, and appropriated structures (those taken from other sources, such
as majority rule in voting) and those that are unique to the group.

One strength of Structuration Theory is that it examines structures in action by focusing on the
structuring process. Thus, attention is on small group interaction and how group members
appropriate, adapt, create, and maintain rules and resources. Second, Structuration Theory is
applicable to a variety of small groups, not just those that perform decision-making and problem-
solving functions. In this way, Structuration Theory can help us understand an array of small
groups, from corporate committee to self-help groups. Third, Structuration Theory takes into
account environmental forces that may impinge on group processes.

It has its strengths, but Structuration Theory suffers from several weaknesses as well. First,
Structuration Theory to date has not provided a way of predicting which circumstances will
result in the development of particular structures. That is, Structuration Theory is largely
descriptive in nature. Second, because structures are both system producers and the outcome of
systems, it is difficult to research structuration in small groups. Researchers must examine group

25
member communication as they put structures into action, as well as the structure that arises
from that interaction. Third, the very definition of structuration implies that group structures
change over time. Yet, it is often difficult to pinpoint which structural changes occurred and
when by examining group interaction on a day-to-day basis. Last, research in Structuration
Theory relies primarily on case studies. Structuration Theory can be adapted to individual cases,
but because it is flexible, it is difficult to make generalizations based on Structuration Theory.

2.7.3 Symbolic Convergence Theory

Symbolic Convergence Theory studies the sense making function of communication. "Symbolic"
refers to verbal and nonverbal messages and "convergence" refers to shared understanding and
meaning. In small groups, members develop private code words and signals that only those
inside the group understand. When groups achieve symbolic convergence, they have a sense of
community based on common experiences and understandings.

Central to this theory is the idea that group members share fantasies that serve as critical
communication episodes, forming the basis for members' sense making. Sharing fantasies helps
group members create a social reality that indicates who is part of the group and who is not.

Sharing fantasy themes increases group cohesiveness as members develop a common

interpretation of their experiences. Fantasy themes are stories or narratives that help group
members interpret group interactions and their surrounding environment. Fantasy themes
develop when group members actively engage in dramatizing, elaborating on, and modifying a
story. In this way, the story becomes publicly shared within the group as well as privately shared
by each group member. Fantasy themes are related to small group culture in that the stories
reveal the group's identity and underlying values.

Symbolic Convergence Theory is very different from the Functional Theory of group
communication. One strength of symbolic convergence theory is the focus on group identity and
the development of group consciousness. This theory is descriptive rather than predictive.
Symbolic Convergence Theory helps us understand how group members interact and provides a
way of examining small group culture. We can also determine who is a group member and who

26
isn't depending on whether they are familiar with the group's fantasy themes, inside jokes, and
rhetorical vision. Finally, Symbolic Convergence Theory is useful for examining groups in
organizations because it provides a useful way to compare them; similarities and differences in
the rhetorical visions and fantasies of small groups are often significant.

CHAPTER THREE
3. METHODOLOGY
3.1 Research design
The research study employs both qualitative and quantitative methods of data collection.
Because the researcher used qualitative methodology to skim the process, problem, quality of the
group communication, Qualitative techniques can increase researcher’s depth of understanding
of the phenomenon under investigation. Equally, content analysis can be again defined as the
systematic assignment of communication content of categories according to rule, and analysis of
relationship involving this category using statistical method (Riffe, 2005).

According to R.Harwell (2011), qualitative research is a situated activity that located the
observer in the world. It consists of a set of interpretive, materials practice that make the world
visible.

For quantitative methodology is adapted by many researchers to study media content or the
output of media. Burleson, who defined content analysis as, a research technique for objective

27
systematic, a quantitative description of the manifest, content of communication (Burleson,
1952, as cited in Gunter, 2002).

According to Creswell (1994), has given a very concise definition of quantitative research as
a type of research that is `explaining phenomena by collecting numerical data that are analyzed
using mathematically based methods.

So the researcher decided to use both qualitative and quantitative research method.

3.2 Sampling techniques

Sampling is very important in research because it is not feasible for a research to study the
whole population. Sampling is a tool which is cheap and quick, (Berg, 2011). Generally, there
are two type of sampling strategy. One is random or probability sampling, where each unit has
equal chance of being selected as a sample for the study. The second type is called non-random
or non-probability sampling which means that research doesn’t follow mathematical guide line
like the first but other methods. While probabilistic including simple random sampling stratified
random sampling, Cluster sampling, but the most wildly used methods of non-probabilistic
sampling are quota and positive sampling (Berg, 2011).

The researcher use the whole population that are 1st, 2nd and 3rd year groups of Journalism
and communications students in Bahir Dar University. Because for all batch give two groups
who have large numbers of female and good performance. Those 6 groups are selected by their
weekly appropriate utilization of time for the researcher. The researcher taken their utilization of
time from their weekly plan of those group, and not only by their time utilization but also by
their good participation, performance taken from their three batch advisors and balanced
members of gender. And the other selection tool is when the researcher select those groups it
consider both male and female group leaders.

For qualitative method the researcher used purposive sampling technique by taking data from
those six groups of students from total sample groups of Bahir Dar University Journalism and
communications department.

28
3.3 Data gathering instrument
According to the above qualitative research design and purposive sampling technique Focus
group has been chosen to carry out this study. Focus group are a formal methods of interviewing
a group of people/ participant on a topic of interest and the same participles used for individual
interviews apply with focus group interviews. Focus groups are useful when multiple view point
or responses are needed on specific topic/ issue. Multiple responses can be obtained through
focus group in a shortest period of time than individual interviews. A researcher can also observe
the interactions that occur between group members (Law .et al .1998).

The researcher employs focus group discussion to collect the data from the six samples of the
population.

The other data gathering instrument according to the above quantitative and both qualitative
research design the researcher will use both questioner to gather the data from those six sample
of the population sample. The researcher used questionnaires for the sake of its quick result,
stable, consistent and uniform measure and also it can be completed at respondents convince.

3.4 Data analysis

After the required data and information was gathered and well collected, it was analyzed by
quantitative methodology; the numerical values are used to interpret the quantitative data by
table and percentage; the qualitative data were also analyzed in paragraph form.

29
 CHAPTER FOUR
4. DATA ANALISIS AND INTERPRITATION
In this chapter, the researcher attempted to analyze the data gathered mainly through focus group
discussion and questioners was also used to gather background information about respondents of
this study.

The researcher analyzed and interpreted through qualitative methodology. For the qualitative
methodology, the researcher used thematic data analysis. Through this data analysis, the
researcher collected similar questions together to interpret the data.

The gathered data from the respondents were presented in the following way:

4.1 Data presentation

4.2 Back ground information
4.2.1 Background information based on sex age and age gap between the members
Table 1.

30
No States Age Sex Age gap
18-29 30-35 Above Male Female Yes No
35
fre % No % No % No % No % No % No %
1 Age 35 100 - - - -
2 Sex 24 68.5 11 31.42
3 Age gap 12 34.2 23 65.7
Total 35 100 - - - - 24 68.5 11 31.42 12 34.2 23 65.7
Total number and % 35 100 % 35 100 %

The above table 1 indicates 100% of the respondents were in the 18-29 age states, but this
table shows through questioner 65.7% of the respondents said not have age gap while the
remaining 34.2% said have age gap on their groups. As the researcher shows through the
checklist method some of the group members have age gap. This age gap have a side effect
between the members during their communication.

As the table, 68.5% the respondent were male students while the remaining 31.42%
respondents are female students. As the respondents said in the focus group desiccation the
department have not balanced numbers of female students without 1st year student’s .it have
shortage of female students.

4.2.2 Back ground information based on years of study

Table 2

Year of study Frequency Percentage (%)

1st year 10 28.57%
2st year 14 40%
3st year 11 31.42%

As indicated in the above table 2, out of 35 total samples (40%) are 2 nd year students,
11(31.42%) are 3rd year students while there main 10(28.57%) shows 2nd year journalism and
communication students.As the researcher gather the data through the focus group desiccation
and documented data 2nd year students have not the same numbers of group members in this case
the large number of member is eight and the minimum number is five numbers of group
members.

31
4.3 Group establishment
Table 3.

No Measurement Frequency %
1 Yes 14 40 %
2 No 21 60 %
Total 35 100%

As the table 3 indicates, the greatest number of samples were found 60% of the
respondents was not established on their interest while the other 40% are established on their
interest.
According to Sravani (2015) agrees, it is quite possible that while in a group some of the customers
may not do that much work, while others may work hard. This inequality in the work done,
could cause trouble between the people in the group. This would also cause bitterness amongst
the members of the group, because some may be getting acknowledged for a work that they
have not even done, at all, while others may have strived hard to get that honors. The researcher
indicates through the questioners and the focus group desiccation the students have not equal
participation during the communication so the mentors of the class formed the group through
their way. And as the respondents said the department formed based on the resultinstead of their
communication way. Not only this why risen do not established on the interest.

And as the respondents said the department formed based on the result instead of their
communication way. Not only this why risen do not established on the interest. The group
division responsibility is on the class advisors and the department was not give chance to choose
interested group members because the department has its own way to create the group. The
students also have difficult interest in the establishment but if the department separate students
together who has bad behavior the communication process will be increase their interest to work
with group.

As scholars said in group communication cohesive groups satisfy members’ need for
affiliation. Some members have a need to socialize because their relationships outside the group
are unsatisfactory or nonexistent. For example, have shown that group work can be effective in
meeting the needs of socially isolated older persons. Cohesive groups recognize members’
accomplishments, and promote members’ sense of competence. Members are attracted to the

32
group when they feel that their participation is valued and when they feel they are well-liked.
Groups are also more cohesive when they provide members with a sense of security (Ronald W.
Toseland Robert F. Rivas. 2005).

According to Barkley et al. (2005), identified three types of group work on the basis of their
goal, activity to be undertaken and time to be spent on it, namely formal learning groups,
informal learning groups and study groups. Formal learning groups are established by the
instructor when students have to undertake and complete a complex task during several class
sessions or even weeks. The criteria to use to decide upon group size and who may be part of a
given group remain the responsibility of the instructors and mostly, they will aim at achieving
heterogeneity by mixing different abilities and competencies. The purpose of all this is to use
groups to accomplish shared goals, to capitalize on different talents and knowledge of the group
and to maximize the learning of everyone in the group. The finding shows all students formed
through formal learning group to accomplished their goal but it was not success their goals
through luck of interest.

4.4 The campus place for their group meeting

Table 4

No Measurement Frequency %
1 Yes 14 40 %
2 No 21 60 %
Total

As indicated in table 4, 60% the respondents said have not suitable place while the other 40%
respondents said have suitable place.as the researcher gathered data though the questioners and
focus group desiccation their group communication have hampers through shortage of suitable
environment in this case cars, other students group members who was not journalism and
communication department students sound pollution, shortage of desiccation place, shortage
light and chair those risen are the problems of the group communication environment.

33
According to(McLean, S. 2005).The environment is the atmosphere, physical and psychological,
where you send and receive messages .The environment can include the tables, chairs, lighting,
and sound equipment that are in the room. The room itself is an example of the environment.

The other hampers of the group communications are:

The other hampers of the group communications as the researcher find out through the check
list material and the focus group desiccation the group members attention shift to other group
members who is not members of that group specially opposite sex, Time limitation when they
discussed in the space place because as the students union of Bahir Dar University rule after 4
o’clock any student is not communicate together specially more than five persons. Technology
also hamper of the group desiccation during their communication the members was get Facebook
to communicate from other social media friends, Phone calling and double talking during the
communication also hampers of the communication.

4.5 Those groups participation in their communication

Table 6.

No Participants Frequency %
1 Male 9 25.7 %
2 Female 2 5.7 %
3 Group leader 15 42.8 %
4 Equal 9 25.7 %
Total 35 100 %

Based on the table 6 indicates, 42.8% of the respondent said group leaders have best
participation, 25.7% said male,25.7% said equal participation while 5.7% said female students
have best participation during communication.

Among those group members who did the best participation and why?

34
Group leader

As the researcher find out through the questioner and focus desiccation from the
respondent’s group leaders have a big role and responsibility because the Group leaders have
prepared information about the communication topic before the member ,have preparation for
the group communication before the communication time more than members.as some
respondents said Group leaders have knowledge more than other members and the group leaders
was open the dissociation idea and they give equal chance for their members then after that they
was conclude the topic through their perspective

Female

Female students have best idea during participation because as those respondents said female
students have a potential to speak best idea more than other members but Shortage of female
students in their group communication.

Male

The researcher collected data indicate that female students are not interested to participate and
they are not punctual because female students are careless for the participation and by other side
female students have different healthy problem like menstruation, stress. Most of the time group
leaders are male students, so they have responsibility. Female students are fear and silent during
the communication because they are not open for the male members.

Equal

They have equal time separation to participate and have equal responsibility for the
communication. They have equal distribution of desiccation topic for the next time before closed
the desiccation period and all group members shear their idea equally.

Muted group theory is based upon the concept that discourse “reflects a world view”
(Griffin, 2004). According to this theory, a discourse system that does not serve all speakers
equally has the ability to dominant those who are not involved in its original.
All journalism and communication groups as the researcher gathered data through the
focus group desiccation and the check list shows the group leaders are more participant during

35
the communication process because those leaders are prepared for the communication and they
was give equal chance to participate for their members but they was fear and silent most of
members.

4.6 Cultural background of those groups

Table 7.

No Measurement Yes No Total

1 Is their culture is the same? 4 31 35
11.4 % 88.57 % 100 %
2 Did the difference have effect 10 25 35
on their group 28.57 % 71.4 % 100 %
communication?

As the table 7 depict, 88.57% of the respondents have not the same culture while the
other 11.4% have the same culture. And 71.4% of the respondents said the cultural deference
have not effect during communication process while 28.57% said have effect for group
communication.

4.7 The late comer members

Table 8

No Measurement Frequency %

1 Male 12 34.2 %
2 Female 16 45.7 %
3 All come in time 2 5.7 %
4 All are late comers 5 14.2 %
Total 35 100 %

The above table 8 shows, 45.7% of the respondents were females are late comer, 34.2%
male, 14.2% all are late comers while 5.7% of the respondents are all coming on time.

36
 The focus group question indicates female students are not motivated and interested for
the group communication because they have a shortage of sex equality and the other risen is they
have not respectable for their group communication.

4.8 Side effects of late comers during the communication

Table 9.

No Measurement Frequency %
1 Yes 32 91.42 %
2 No 3 8.57 %
Total 35 100%

The above table 9 indicates, 91.42% of the respondents said let comers have side effect
for their communication process while 8.57% of the respondents said have not any effect for
communication.
According to Sravani (2015), if the person opts to work in a group, when the work is
being distributed chance is not every one gets equal amount of work. Someone might end up
with more work, while other might get only little to do. This discrepancy in getting the work, can
also lead to conflict.
As the researcher gathered data from the focus group desiccation and checked through
the check list material late comers are the cause of disagreement during the communication
time.Because they was disturb other members to ask the desiccation topic in that case they create
side talk. Those late comers have a shortage of information it means one idea only dominate
during the communication. This also evocative unbalanced participation during the group
communication process. And it was damage interest of participant group members.

4.9 About raised disagreement

Table 10.

No Measurement Frequency %
1 Yes 20 57.14 %
2 No 15 42.8 %
Total

Based on table 10 demonstrate, 57.14% of the respondent were raised disagreement on

their communication process while the other 42.8% were not raised disagreement.

37
 According to Sravani (2015), while working in a group, is that some of the people
may just hang around, gossiping or loafing around without doing the job. This could result in
lesser productivity from their end, so the researcher indicates through the focus group desiccation
and questioner the cause of conflicts was those members give attention for their personal idea
more than bargain or understandable idea and some members was need moan during the
communication process because of luck of interest. The other main risen as the respondent said
laughing without any dement during the group communication process.
Cultural difference is also the cause of disagreement in some time because of those
journalism and communication students are not coming from the same culture.
According to Ronald W. Toseland Robert F. Rivas (2005) when the membership
of a group is diverse, group culture emerges slowly. Members contribute unique sets of values
that originate from their past experiences as well as from their ethnic, cultural, and racial
heritages. These values are blended through group communications and interactions.

Those are the other causes of disagreements during group communication

As the researcher find out through the check list and focus group desiccation Silent
members see as cause of conflict during the communication process. Some members was break
the communication before end the desiccation time and luck of interest to communicate in
group because of shortage of knowledge and result of group communication. Language is also a
cause of conflict sometimes .most of the students was come from different cultures and they
have Owen language not only that some group leaders communicate by English language
during the communication time but the other members have lack of English language at that
time it create miscommunication. Luck of perception on the communication topic specially
when the members are late comers and in this case some group members take alcoholic drink
and drugs before the communication time because most of groups communicate in the evening
so that time is appropriate time for the addicted members. When they communicate those
students it has alcoholic smile so it was not give comfort for other members. Long usage of
communication time without the communication topic and unwonted non-verbal
communications like eye contact with group leaders to break the ideas is also the cause of

38
disagreement for Bahir Dar University journalism and communication students. Male members
not accept female leaders rule and female members have not honor for male group leaders.

4.10 Usage of non-verbal communication most of time

As the researcher indicates through the checklist material those groups of journalism and
communication department are used hand expiration to explain their idea, internal feeling and
those members used eye contact with other students who is not member of the group. Not only
this male members was frizzle hearbut also female members was clean their nail during the
group communication because they have not obloquy for their communication. Some of the
group members used eye contact with their group leaders to be shortly the usage of long time
communication.
According to symbolic convergence theory, in small groups, members develop
private code words and signals that only those inside the group understand. When groups achieve
symbolic convergence, they have a sense of community based on common experiences and
understandings, but the researcher finding this non-verbal communication was not achieve
mutual understanding instead of understanding it is the cause of disagreement during their group
communication.

4.11 Usage of language

According to (Bochner, A. P., DiSalvo, V., & Jonas, V. 1975), Language that
describes what we want to say in our terms may present barriers to others who are not familiar
with our expressions, buzz-words, and jargon. When we couch our communication in such
language, it is a way of excluding others,so the researcher gathered information from the
respondents through the focus group desiccation and check list material most of the group
leaders used English language to explain the communication topics but the members have luck of
English language skill to communicate easily and freely. And also the group leaders have
shortage of idea organizing skill in this case they live some topics during the group
communication.as this information the researcher finding was luck of English language have
misunderstanding for their communication goal.

39
 Some groups used code language between female students to avoid double talking during
the group communication.

Example: when some student talk over the other participant who was the group
member ,the other group members punish to tell them two color types without those close color.

4.12 Structure of their group communication

As Structuration Theory, distinguishes between systems, such as small groups, and
structures, the practices, rules, norms, and other resources the system uses to function and sustain
itself. When applied to small groups, Structuration Theory views small groups as systems that
both produce structures and are produced by structures. This means that group members follow
particular rules in their interactions that produce some sort of outcome, so
The researcher gathered information though the focus group discussion and questioner
questions most of the groups used unstructured discussion in this case they was not take not
during the group communication, they have not specific discussion topic and the discussion was
open the group leaders after the members give their ideas again the leaders conclude the
discussion issue with their conclusion points. The other structure is some groups give more
participation opportunity for divergent members to solve disagreements ant to increase those
divergent members participation interest. But most of the groups of journalism and
communication was not discuss their idea orderly and they have not fixed usage of time during
their group communication. Some groups used energizer during the communication process to
do attractive communication
According to Di Napoli (2004), student-center learning is a set of pedagogical methods,
strategies, processes and practices meant to implement a teaching and learning environment that
puts the students’ experience at the center. Those practices may include, among others, the
recognition that students learn in different ways and have different learning styles, that learning
is fostered through dialogue between teacher and students, and between students and their peers.
Moreover, student-center learning posits that students construct their own meaning by talking,
listening, writing, reading and reflecting on content, ideas, issues and concerns.

40
4.13 Conflict resolution methods of those groups

As (Kester, Prudence Bowman & Ray, Larry. 2002) said, Collaborating is both assertive and
cooperative. When collaborating, an individual attempts to work with the other person to find a
solution that fully satisfies the concerns of both. It involves digging into an issue to identify the
underlying concerns of the two individuals and to find an alternative, sothe researcher collected
data from the focus group discussion question some of those groups of journalism and
communication solve their disagreement through discussion they give peer advice for the cause
of conflict.
Other groups was solve their group disagreement, they tolerate just live the cause of
disagreement and through change the discussion environment or place. As accommodating
conflict solving technique when accommodating, an individual neglects his or her own concerns
to satisfy the concerns of the other person; there is an element of self-sacrifice in this mode.
Accommodating might take the form of selfless generosity or charity, obeying another person’s
order when you would prefer not to, or yielding to another’s point of view. This data indicates
those groups used accommodation problem solving technique.

4.14 Discussion

The finding of this study showed that, journalism and communication students have shortage of
communication leaders organizing skill to lead the discussion based on to create the group rules
and all members have not team spirit for their communication. As Structuration Theory
distinguishes between systems, such as small groups, and structures, the practices, rules, norms,
and other resources the system uses to function and sustain itself. When applied to small groups,
Structuration Theory views small groups as systems that both produce structures and are
produced by structures. This means that group members follow particular rules in their
interactions that produce some sort of outcome. That outcome eventually influences the group's
future interactions.According to Structuration Theory, group members interact according to
particular rules, and those group members also produce those rules through their interactions.
This suggests that group members can negotiate group structures, yet at the same time, their
interactions are constrained by those structures.

41
As Most of the respondent said on the table three 60% of the students have not interested on the
establishment of the group so if they have interest the group members are not motivated to create
or working in group. Not only this according to the above table six 42.8% of the participants on
the communication are group leaders. According to Sravani (2015), working in groups is not
without its disadvantages whenever working in a group, the group thinking becomes more
relevant. Because of this reason, the creativity has been stumped. One can never make a good
decision, because each and every person of the group will have a say in it.

As the checklist on the focus group communication see male students are disrespect for
female group leaders and the above table six female students participation is 5.7% during
communication process. And in some groups used mixed Amharic and English language to
communicate together. According to muted group theory was in many ways an opposition to the
idea that the “woman’s perspective” simply needed to be added to the already existing culture to
even-out the gender playing field. Muted group theory states that in societies where men are the
dominant group, the language is encoded by and for men; so a women’s perspective is not in
existence, and women must operate within language barriers established by men. Muted group
theorists seek to discover and create “equal access to discourse”. As indicates this data Bahir Dar
university journalism and communication students group communication have muted members
in their group communication.

The most groups of the student used eye contact to express time with group leaders and in some
groups have private understanding code language to solve double taking in the group
communication. According to Symbolic Convergence Theory studies the sense making function
of communication. "Symbolic" refers to verbal and nonverbal messages and "convergence"
refers to shared understanding and meaning. In small groups, members develop private code
words and signals that only those inside the group understand. When groups achieve symbolic
convergence, they have a sense of community based on common experiences and
understandings.

As this study shows on table eight 45.7% of the respondents said female students are latet
comers while 34.2% males are late comer during communication and according the above table
nine 91.2% of the respondents said late coming have affect for the group communication. Not
only this 60% of the students said the compass have not suitable environment or place for

42
communication. As (McLean, S. 2005) saidthe environment is the atmosphere, physical and
psychological, where you send and receive messages .The environment can include the tables,
chairs, lighting, and sound equipment that are in the room. The room itself is an example of the
environment. The environment can also include factors like formal dress that may indicate
whether a discussion is open and caring or more professional and formal. People may be more
likely to have an intimate conversation when they are physically close to each other, and less
likely when they can only see each other from across the room. In that case, they may text each
other, itself an intimate form of communication. So as this data express female students are
affected for communication and Bahir Dar university journalism and communication students
have not suitable environment or place for their group communication.

43
 CHAPTER FIVE
5. Conclusion and Recommendation
5.1 Conclusion
As stated earlier in chapter one, the core purpose of this study was explore the following research
objectives:

 To scrutinize students group communication patterns

 To analysis the process of communications problem solving system in group
communication
 To identify factors affecting group communication of Journalism students

In order to address these objectives, the researcher employed focus group desiccation,
questionnaire and check list as data collection tool.

After analyzing and interpreting the data the following outcomes were found:

 Bahir Dar university journalism and communication student’s group discussions are
affected by sound pollution that emanates from different places of the compound. These
places assigned for group discussion are exposed for noises like car sounds, nearby other
student’s discussion sounds and passers-by who talk loudly have negatively impacted on
the smooth discussion taking place among group discussants.
 Most of the female students are late comers because of healthy problems in nature like
stress, when they are in menstruation time so at that time they are the cause of conflict on
the group communication especially with group leaders by shortage of understanding and
openness of the female members it also for their leaders.
 The researcher find out all journalism and communication groups have muted members
because in most of groups leaders have best participation and the mode of
communication that they are using does provide little room for active participation of
discussants.
 As the researcher find out most of the students have not knowledge of the group
communication and filing of teem spirited to communicate with group because, they have
individual interest when the groups established.

44
 Bahir Dar University journalism students have not the same culture and language this
difference have side effect by shortage of knowledge of others culture during the group
communication.
 The researcher find out that the direction of communications in most group discussions
among journalism and communication department student’s is top down and it is less
probable to be considered as two communication is happening practically.

45
5.2 Recommendation
As structuration theory, group members interact according to particular rules, and those
group members also produce those rules through their interactions. This suggests that group
members can negotiate group structures, yet at the same time, their interactions are constrained
by those structures.

Based on the findings and the conclusions drawn from the study, the following recommendations
are suggested.

 If the noises solved by preparing suitable communication environment and when they
established the groups if they have particular rules for their group communication it will
be decrease the noise and disagreement problems.
 As much as possible if the groups create based on the interest rather, not only result but
also see the communication skill and behavior.
 If the students take skill training based on how to manage and organizing about group
communication and how they create team spirit it may be have modification in their
communication
 If also give time managing training for all journalism and communication students they
may be improve their time usage and decrease their disagreements during their group
communication.

46
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Appendix

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