Journal of Pioneering Artificial Intelligence Research

Abstract

This study investigates the effectiveness of behavioural role-based group management in enhancing collaborative learning outcomes among undergraduate students in agricultural engineering education. Drawing upon Belbin's team role theory, we implemented a structured intervention with 156 undergraduate students enrolled in the Agricultural Mechanization program at Qarshi State Technical University, Uzbekistan, during the 2023-2024 academic year. The research employed a quasi-experimental design with pre-test and post-test assessments, utilizing the Team Role Self-Perception Inventory (TRSPI) and collaborative learning outcome measures. Results demonstrated significant improvements in group cohesion (Cohen's d = 0.78, p < 0.001), task completion efficiency (32% reduction in project duration), and academic performance (mean grade improvement of 18.5%). Students who received explicit training on behavioural roles showed enhanced communication patterns, more equitable workload distribution, and higher satisfaction with group experiences compared to control groups. The findings suggest that integrating behavioural role education into engineering curricula can effectively prepare students for professional teamwork environments while improving immediate educational outcomes. This research contributes to the growing body of evidence supporting structured collaborative learning approaches in engineering education and provides practical recommendations for implementing role-based group management in higher education settings.