PRES.

DIOSDADO MACAPAGAL HIGH SCHOOL 1

PERCEPTIONS OF SELECTED GRADE 11 STUDENTS TOWARDS

COOPERATIVE LEARNING IN PRES. DIOSDADO
MACAPAGAL HIGH SCHOOL

A Research Study Submitted to

MRS. KATHLEEN C. ABAJA
Faculty Member of the Senior High School Department
Pres. Diosdado Macapagal High School

In partial Fulfillment of the Requirements for the Course

In Practical Research 1

MAE ABEGAIL BILGERA

JATER JAY SABUSAB
KAYLE JAMES RAMIREZ
JUVELINE OGALINOLA
MAY ANNE DAGSAAN

GRADE 11-SAPPHIRE

2017
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 2

Chapter 1

INTRODUCTION

Cooperative learning encourages students to work in groups and teams. The core

aim of this group or team is to achieve a specific task. Groups are created at beginning of

the semester, for some specific semester activity, or for any other collaborative purpose. In

this new method of learning, students learn much more than what they can learn in the

typical mode of learning. (Johnson&Johnson 2000)

Students nowadays ignore the Cooperative Learning that teachers are making, they

just want the assigned leaders of each group activity to make all the assigned works.

Students are all genius and unique but they are all hoping that their leaders may done the

work for them and they’re being lazy because they know that someone will make their

jobs therefore most of the students are very dependent from each other.

Cooperative Learning is an act of cooperation wherein you are connecting and

socializing to your assigned group/team. We want to encourage the students to participate

in any group activities and to know why they are acting that attitude in a group task, for all

of us, especially the teachers to be informed that there are some things that students didn’t

want to do and to know what behavior is these students are giving to a specific task.
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 3

Statement of the Problem

This study aims to determine the Perceptions of selected Grade 11 students

towards the Cooperative Learning of Pres. Diosdado Macapagal High School.

Specifically, this study seeks to answer the following questions:

1. What do you know about cooperative learning?

2. How does cooperative learning affect your confidence?

3. How does cooperative learning improve/help your skills?

4. How does cooperative learning help you to socialize?

5. In your own opinion, why is cooperation important?

Scope and Limitation of the Study

The aim of this study is to determine the problems of students in terms of

cooperation in President Diosdado Macapagal High School in terms of group activities,
assignments and projects mostly they need a motivation to perform there activities.

Significance of the Study

The study aims to yield important empirical data which would serve as tools for self-

evaluation of the following beneficiaries:

Students– To know if they are participating in different studies such as Group work

assignments, Seatworks, even reports or other activities related in cooperation.

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 4

Teachers- To know the advantages and disadvantages of students in doing group

activities.

Future researchers–The result of the study can also help them generate new

findings in terms of theoretical contributions to enrich the existing literature

Definition of Terms

The following terms used in this study are defined conceptually and operationally to ensure

better understanding of the text:

1. Cooperation - (sometimes written as coöperation or co-operation) is the process of

groups of organisms working or acting together for common or mutual benefit, as opposed

to working in competition for selfish benefit. Many animal and plant species cooperate both

with other members of their own species and with members of other species

(symbiosis or mutualism).(Google.com)

2. Cooperative learning - is an educational approach which aims to organize classroom

activities into academic and social learning experiences. There is much more to cooperative

learning than merely arranging students into groups, and it has been described as

"structuring positive interdependence.(Google.Com)

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 5

Chapter 2

REVIEWS OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses the principles, concepts, and other significant

information gathered from related literature written by foreign and local authors. Moreover,

this chapter also includes similarities and differences in the findings of several studies that

have direct and indirect bearing on this study.

Synthesis and Relevance of the Reviewed Literature and Studies

The literature lined up was reviewed in relation to the present study on the Gillies,

2014 promoted inter-personal relationships with students with diverse learning and

adjustments needs and with those from culturally and ethnically different backgrounds. In

fact, Johnson and Johnson (2000) argue there is no other pedagogical practice that

achieves such outcomes. The purpose of this paper is to review the research on

cooperative learning and to examine the factors that contribute to its success. The

intention is to provide insights on how teachers can effectively utilize this pedagogical

approach to teaching and learning in their classrooms.

Alshammari (2015) investigated the effects of cooperative learning on academic

performance of college students in Saudi Arabia. The study involved 4 females ranging in

age from 20 to 25, in an education course in Hail City. The results showed students who

were taught by the Jigsaw strategy had a better understanding of the content as compared

to the students who were taught by lecture. The conclusion of this study is that the

Cooperative Learning had a positive impact on students’ academic performances in Saudi

Arabia.
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 6

McLeish (2009) determined the attitude of students towards cooperative learning at

a community college. Questionnaires were administered to ninety (90) students and twelve

(12) lecturers, in-depth interviews were conducted with three lecturers and two classes

were observed to investigate the students attitude towards cooperative learning methods,

how it impacted on class participation and where or not cooperative learning was been

practiced at the institution. The results indicated that due to various fears such as possible

low grades students prefer to work on their own rather than within group due to various

fears. The recommendation of this study is enhancement in class participation as well as

improvements student academic performance.

Goyak (2009) analyzed the effects of cooperative learning techniques versus

lecture techniques on the following aspects of a higher education classroom: (a) the

perception of a student’s learning environment and (b) a student’s critical thinking skills.

Preservice teachers at a small Midwest college completed the College and University

Classroom Environment Inventory (CUCEI) and the Watson-Glaser Critical Thinking

Appraisal, Form-S (WGCTA-FS). Results revealed significantly higher means in the

cooperative learning group in four of the eight constructs within the CUCEI. Results within

the WGCTA-FS disclosed no significant differences between the means of the two groups.

The outcomes of this study suggest that cooperative learning techniques have merit and

profit in the undergraduate classroom.

Bayat (2004) investigated the effects of cooperative learning activities on student

attitudes towards English reading courses and cooperative learning. Possible differences

in attitudes in terms of gender and achievement level of students were also investigated.

The study was conducted with one control and one experimental group. In total,
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 7

40 students participated in the study. According to the results of these tests, no significant

differences after the treatment were found between the control group and the experimental

group responses related to their attitudes towards English reading courses and

cooperative learning. In within-group comparison, however, the experimental group’s

attitudes towards the English reading course was significantly more negative, whereas no

change was found in the control group. Suggested that cooperative learning had positive

effects on attitudes towards English reading courses.

Colak (2015) determined the effectiveness of Cooperative Learning activities in

ensuring deep learning according to students’ learning styles. For this single-group pretest-

posttest study, a purposive sampling method was used to form the sample of 39 students

attending the course special teaching methods as part of a pedagogical certifications

program at a state university in turkey. According to these scores, students with

cooperative and competitive learning approach than students with avoidant, dependent,

and participative learning styles. By contrast, the students’ posttest scores for surface

learning demonstrated no significant differences regarding learning styles.

Simpson (2011) surveyed both graphic design students and graphic design

instructors about their critique experiences to discover instructors and students both

identified a lack of student participation as well as the issue of students getting hurt

feelings and becoming discouraged as common critique concerns. The author designed

and implemented a treatment called Design Structures to increase student participation

during crits.

To improve the quality of experience of design students during crits, the author

incorporated cooperative learning strategies developed by Spencer and Miguel Kagan

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 8

(2009) into the Design Structures treatment. In fact, results showed no design students as

apathetic during Design Structures crits. The author interviewed design instructors to

discover their perceptions, as well as misconceptions, of cooperative learning methodology

in addition to their openness to learning more about how to effectively incorporate

cooperative learning into their critique pedagogy.

Phillips (2010) reported observational evidence concerning the patterns and

experiences of student interaction in discussions within cooperative learning groups in

several high school geometry classes. Developed from data collected in observations,

audiotapes, and student journals/notebooks, a multiple-case study was used to examine

the discussions of two groups of students in cooperative learning groups. Students showed

a more positive feeling toward cooperative learning, stated an increased appreciation for

cooperative learning, developed trust in their group members, and were able to analyze

what they were doing well and what areas needed work. The conclusion of this study is

Math learning occurred when the students demonstrated how they solved problems by

communicating using mathematical concepts and language.

Kaufman and Felder (2000) designed to account for individual performance in

team projects was used in two sophomore-level chemical engineering courses in which the

students did their homework in cooperative learning teams. . Team members confidentially

rated how well they and each of their teammates fulfilled their responsibilities, the ratings

were converted to individual weighting factors, and individual project grades were

computed as the product of the team project grade and the weighting factor. The results

suggest that the system works exceptionally well as a rule, and the benefits it provides

more than compensate for the relatively infrequent problems that may occur in its use. The
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 9

conclusion of this study that every student has their own responsibility.

Haller et al. (2000) explored these dynamics and their implications for engineering

education, we analyzed work sessions of student groups in a sophomore-level chemical

engineering course at North Carolina State University. Using conversation analysis as a

methodology for understanding how students taught and learned from one another, we

found that group members generally engaged in two types of teaching-learning

interactions. Our findings suggest that professors can facilitate student group interactions

by introducing students to the two modes of teaching interaction so group members can

effectively manage exchanges of knowledge, and also by helping students distribute tasks

in a way that minimizes role imbalances. We recommend that helping students may help

them to interact more.

Lemonia and Dimitris (2016) investigated students’ preferences concerning

cooperative or individual learning methods and the difficulties of group work. The sample

of the study was made up of 289 students, at the age of 13. The results showed

differences among all groups. The adolescents involving in private dance activity programs

presented a higher preference in group learning methods than adolescents involving in

state dance activity programs. This is probably due to the higher efficiency of the teachers

working in the private sector. The recommendation is the group that did not involve in any

extracurricular activity preferred the individual work method.

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 10

Bibliography

 Alshammari, N.M. (2015) Effects of Cooperative Learning on Academic Performances of

College Students in Saudi Arabia.dspace.sunnyconnect.sunny.edu pp.1-61
 Bayat, O. (2004) The Effects of Cooperative Learning Activities on Students’
Attitudes Towards English Reading Courses and Cooperative Learning.
Thesis.bilkent.edu.tr
 Colak, E. (2015) The Effect of Cooperative Learning on the Learning Approaches of
Students with Different Learning Styles. Eurasian Journal of Educational
Research, Iss:59 pp.17-34
 Goyak, A.M. (2009) The Effects of Cooperative Learning Techniques on Perceived
Classroom Environment and Critical Thinking Skills of Preservice Teachers.
digitalcommons.liberty.edu
 Haller, C.R.; Gallagher, V.J.; Weldon, T.L.; Felder, R.M. (2000) Dynamics of Peer
Education in Cooperative Learning Workgroups. First Published
 Kaufman, D.B. and Felder, R.M. (2000) Accounting for Individual Effort in
Cooperative Learning Teams. J. Engr. Education, 89 (2), 133–140
 Lemonia, D. and Dimitris, G. (2016) Cooperative Learning as a Preference of
Adolescent Students: The Case of Dance Activities. phyed.duth.gr. vol.5
num.3 Iss.1 pp.478
 McLeish, K. (2009) Attitude of Students Towards Cooperative Learning Methods at
Knox Community College: A Descriptive Study. pdfs.semanticscholars.org
pp.1-95
 Phillips, S.R. (2010) Students’ Discussions in Cooperative Learning Groups in a
High School Mathematics Classroom: A Descriptive Multiple Case Study.
etd.ohiolink.edu
 Simpson, A.V. (2011) An Action Research Study on Using Cooperative Learning
During Graphic Design Classroom Crits. digitalcommons.cedarville.edu

The review of related studies and literature gave insights and served as a guide to

the researcher on how to proceed with her research work. It also helped the researcher in

the preparation of relevant questionnaire and provided ideas in the data gathering,

treatment and interpretation of data.

The discussion implied that the current study is not a duplication of any of the reviewed

local and foreign literature and studies. To sum it up, all the above reviewed literature and

studies contributed much in making this study possible.

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 11

Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the discussion of the research method that was used in the

study, the venue, as well as the target population. It is likewise concerned with the types of

sampling scheme that was employed and the description of the subject-respondents. The

kinds of instruments and procedures in gathering data are similarly discussed.

Method of Research Used

With the primary objective of exploring the (Perceptions of selected Grade 11

students towards cooperative learning in Pres. Diosdado Macapagal High School, the

research deemed that it was appropriate descriptive research. According to Colak, E 2015/

descriptions method aims to organize classroom activities into academic and social

learning experiences. There is much more to cooperative learning than merely arranging

students into groups, and it has been described as "structuring positive interdependence.

Population, Sample Size, and Sampling Technique

The population frame of this study includes students from President Diosdado

Macapagal High School. The respondents were: Grade 11-Diamond and Pearl.
 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 12

Description of Respondents

In this study 10 of respondents were randomly selected from Grade 11 of President

Diosdado Macapagal High School. The student respondents were from different sections

of the Senior High School Department.

Data-Gathering Procedure

The researchers sought the approval of the research adviser for conducting the

interview to the selected student-respondents. When this was granted, the researchers

prepared a letter of request to the research adviser to allow them to conduct the interview

to the student-respondents. On-site interviews and observations were the man data

collection techniques for the study (Perceptions of selected Grade 11 students toward

Cooperative Learning in Pres. Diosdado Macacapagal High School). Secondary sources

included documents provided the participants that pertain to the study (Perceptions of

selected Grade 11 students toward Cooperative Learning in Pres. Diosdado Macacapagal

High School). Interviews were conducted based on questions listed in Interview Guide (see

Appendix C). However, participants were allowed the freedom to talk about their

experiences in a way in which they were comfortable in (Perceptions of selected Grade 11

students toward Cooperative Learning in Pres. Diosdado Macacapagal High School.

As the interviews were conducted, the data elicited were appropriately analyzed to

answer the specific problems of this study.

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 13

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered from the

student-respondents of Pres. Diosdado Macapagal High School located in Taguig City.

1. What do you know about cooperative learning?

2. How does cooperative learning affect your confidence?

3. How does cooperative learning improve/help your skills?

4. How does cooperative learning help you to socialize?

5. In your own opinion, why is cooperation important?

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 14

CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of the

study which sought to determine the (main topic).

Specifically, this study answer the following questions:

1. What do you know about cooperative learning?

2. How does cooperative learning affect your confidence?

3. How does cooperative learning improve/help your skills?

4. How does cooperative learning help you to socialize?

5. In your own opinion, why is cooperation important?

FINDINGS

CONCLUSIONS

Based from the summary of findings, the following conclusions were drawn:

RECOMMENDATIONS

In the light of the findings and conclusions, the following recommendations are

offered to improve the (main topic).

 PRES. DIOSDADO MACAPAGAL HIGH SCHOOL 15

Based on the findings and conclusions the following recommendations were

derived:

Bibliography

 Alshammari, N.M. (2015) Effects of Cooperative Learning on Academic Performances of

College Students in Saudi Arabia.dspace.sunnyconnect.sunny.edu pp.1-61
 Bayat, O. (2004) The Effects of Cooperative Learning Activities on Students’
Attitudes Towards English Reading Courses and Cooperative Learning.
Thesis.bilkent.edu.tr
 Colak, E. (2015) The Effect of Cooperative Learning on the Learning Approaches of
Students with Different Learning Styles. Eurasian Journal of Educational
Research, Iss:59 pp.17-34
 Goyak, A.M. (2009) The Effects of Cooperative Learning Techniques on Perceived
Classroom Environment and Critical Thinking Skills of Preservice Teachers.
digitalcommons.liberty.edu
 Haller, C.R.; Gallagher, V.J.; Weldon, T.L.; Felder, R.M. (2000) Dynamics of Peer
Education in Cooperative Learning Workgroups. First Published
 Kaufman, D.B. and Felder, R.M. (2000) Accounting for Individual Effort in
Cooperative Learning Teams. J. Engr. Education, 89 (2), 133–140
 Lemonia, D. and Dimitris, G. (2016) Cooperative Learning as a Preference of
Adolescent Students: The Case of Dance Activities. phyed.duth.gr. vol.5
num.3 Iss.1 pp.478
 McLeish, K. (2009) Attitude of Students Towards Cooperative Learning Methods at
Knox Community College: A Descriptive Study. pdfs.semanticscholars.org
pp.1-95
 Phillips, S.R. (2010) Students’ Discussions in Cooperative Learning Groups in a
High School Mathematics Classroom: A Descriptive Multiple Case Study.
etd.ohiolink.edu
 Simpson, A.V. (2011) An Action Research Study on Using Cooperative Learning
During Graphic Design Classroom Crits. digitalcommons.cedarville.edu