Van Tyne, N. C., & Chowdhury, T. M., & Kim, D., & Ortega Álvarez, J. D., & Soledad, M. (2023, June), Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42357

\bibitem{asee_peer_42357}
  Van Tyne, N. C., \& Chowdhury, T. M., \& Kim, D., \& Ortega Álvarez, J. D., \& Soledad, M. (2023, June), \emph{Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42357

Natalie C.T. Van Tyne, Tahsin Mahmud Chowdhury, Dayoung Kim, Juan David Ortega Álvarez, and Michelle Soledad.  "Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42357 Internet.  10 May, 2024

\bibitem{asee_peer_42357}
  Natalie C.T. Van Tyne, Tahsin Mahmud Chowdhury, Dayoung Kim, Juan David Ortega Álvarez, and Michelle Soledad.
  "Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42357 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_42357
author = "Natalie C.T. Van Tyne, Tahsin Mahmud Chowdhury, Dayoung Kim, Juan David Ortega Álvarez, and Michelle Soledad"
title = "Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42357}
number = {10.18260/1-2--42357}
}

TY  - CPAPER
AB  - This full research paper discusses the validation of the Tuckman Team Development Questionnaire for use in the context of first-year engineering teamwork. The Tuckman Questionnaire was originally developed to measure perceptions of both student and adult team dynamics as a continuously evolving process over the life of the team. The Tuckman framework contains four stages of team development: Forming, Storming, Norming, and Performing. Although engineering educators have often used this questionnaire with engineering student design teams, there was little or no evidence found in the literature attesting to its validity or reliability.   Since validation of a questionnaire is important if the results are to be accepted as accurate and useful, we provide initial validity evidence of this measure  through this study. Therefore, the research question of this paper is as follows: Can the Tuckman team development questionnaire be considered valid and reliable for use with engineering student design teams?
The questionnaire contains 32 questions, with eight questions corresponding to each of the four development stages. The questions were listed randomly to mitigate response bias. Participants completed the questionnaire as part of an assignment during the twelfth week of an introductory engineering design course, in which one of the learning objectives was the ability to work effectively on a team to complete a semester-long design project.  Data were collected from approximately 90 participants in each of two fall semesters and 50 participants in each of two spring semesters, for a total of nearly 280 sets of responses. Study variables were the four Tuckman development stages, along with student status as first-year or transfer. 
Scheduling of the questionnaire administration was determined by the anticipated evolution of team development at 75% completion of the 16-week semester, where it was expected that the teams would have approached the Performing stage, or were between Norming and Performing.  The questionnaire results revealed that both first-year and transfer student teams were operating according to the Norming and/or Performing stages at this point in the semester, which could be an indication of face and content validity in terms of consistent results for several cohorts of student teams over time, as well as the stage(s) expected at the 75% completion point. However, the issue remains as to whether the questionnaire is actually valid and reliable. Using the data that we collected, we conducted a confirmatory factor analysis to confirm whether the hypothesized factor structure is replicated. Further evidence of reliability was provided by the determination of Cronbach’s alpha, among other measures.
This study contributes to the field of engineering education by providing initial validity and reliability evidence for the Tuckman Team Development Questionnaire, which is a useful tool for measuring the evolving stages of team dynamics, in  the context of first-year engineering courses.  Successful teamwork skills are often important, but first-year students are often inexperienced at functioning well on a team and are sometimes motivated by personal agendas to the detriment of team welfare.  A valid team development questionnaire would also inform instructors as to how they should guide a team that is struggling with interpersonal conflict and/or difficulty in completing project work cooperatively to be more successful in both aspects of teamwork.

AU  - Natalie C.T. Van Tyne
AU  - Tahsin Mahmud Chowdhury
AU  - Dayoung Kim
AU  - Juan David Ortega Álvarez
AU  - Michelle Soledad
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Believing the Results: Validation of the Tuckman Team Development Questionnaire for Use with Engineering Student Design Teams
UR  - https://peer.asee.org/42357
DO  - 10.18260/1-2--42357
ER  -