Abstract

This research involved two activities to enhance teamwork in team-oriented projects: Fair Game (FG) and a prototype-based mini classroom project (MCPBP). During FG, teams worked together to solve problems related to the lectures over a span of two weeks. Subsequently, each student was individually evaluated, with the option to select either their own scores or those of their teammates for each problem, adding an element of risk. In MCPBP, students in a team designed and prototyped mechanisms within a single classroom session. The study used quantitative and qualitative methods, analyzing performance data and feedback to explore the correlation between self-efficacy, individual performance, and teamwork effectiveness. It also examined variations based on age, race, and first-generation status. The research identified strengths and areas for improvement in teamwork effectiveness, offering recommendations for improvement. Analysis of Teamwork Effectiveness (TE) showed students’ better performance in the ‘communicational’ and ‘relational’ aspects than in ‘organizational’ aspects. Students excelled in TE and individual task performance (ITP), although improvements were needed in General Academic Self-efficacy (GASE). TE was a more significant indicator of ITP than GASE. The study highlighted the need for better time management, commitment, planning, and goal setting to improve the ‘organizational’ component of TE.