STUDENTS’ PERCEPTION ON COLLABORATIVE GROUPING AS A

LEARNING STRATEGY IN PASIG CATHOLIC COLLEGE

A Thesis
Presented to
The Faculty of Senior High School
Pasig Catholic College
Pasig City

In Partial Fulfillment
of the Requirements for Practical Research 1

Presented by:

Alfonso, Karla Mae M.

Grade 11- Archdiocese of Jaro

1
 Table of Contents

Title Page

Table of Contents

Chapter 1: THE PROBLEM AND INTRODUCTION

Introduction and Background of the Study - - - - - - - - - - - - - - - - - - - - - - - 4

Statement of the Problem - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7

Significance of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7

Scope and Limitation of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8

Definition of Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9

Chapter 2: REVIEW OF RELATED LITERATURE

Review of Related Literature and Studies - - - - - - - - - - - - - - - - - - - - - - - - 10

Synthesis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 16

Theoretical Framework - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 17

Conceptual Framework - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 17

References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18

Chapter 3: METHODOLOGY

Research Design - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22

Research Locale - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22

2
Research’s Instrument - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22

Data Collection Procedure - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 23

Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1: Gaining knowledge in collaborative grouping - - - - - - - - - - - - - - 24

Table 2: Collaborative grouping in improving academic performance - - - - 28

Table 3: Approach in collaborative grouping - - - - - - - - - - - - - - - - - - - - 32

Table 4: Effectiveness of collaborative grouping - - - - - - - - - - - - - - - - - - 34

Table 5: Creating innovative ideas - - - - - - - - - - - - - - - - - - - - - - - - - - - 39

Table 6: Improving one’s self through collaborative grouping - - - - - - - - - 43

Table 7: Finishing tasks with the help of groupmates - - - - - - - - - - - - - - - 46

3
 Chapter 1

THE PROBLEM AND INTRODUCTION

For the recent years, school administrations have been using collaborative

groupings for students as a learning strategy. This strategy has been affecting the

academic performances of the students since then. Collaborative grouping allows

students to work in pairs or in teams to achieve the specific activity given to them. This is

a type of collaborative learning that is not only focused on improving the academic but

also be open to other student's perspective. Other student’s perception about collaborative

learning is negative; they think that some students would depend on their groupmates

work. Some think that it is fine to have a collaborative group because if they do not

understand something in their lesson or task they can just simply ask their other

groupmates. This research has been conducted in the hopes of providing detailed analysis

of the perception of students about the research and provides an effective learning on

students about the study.

Students have different ways of learning. Some may prefer the traditional way of

teaching than using a new approach which may improve one’s intellectual capacity. In

Senior High School, the use of collaborative grouping is implemented as it is believed

that this learning strategy will help students communicate to one another, help each

individual to understand the lesson, and never leave one behind.

Although these strategies are helping students, there are still some problems that

teachers cannot figure out. Some students lack in understanding the lessons by just

simply reading it reading it; they rather want to learn by someone who is explaining it

4
step by step. Teachers need to improve their learning strategy in a way that students can

cope up with the lesson and improve their cognitive development. In working as a

collaborative group, all members would engage themselves to the lesson and may be

inspired to enhance their skills and do their best as an individual.

It is stated by Mr. Michael Medina that collaborative grouping is used as a learning and

teaching strategy in Pasig Catholic College. "Strategy. How did it become an

assessment? It is a strategy, for students to do their tasks collaboratively. It is both a

learning and teaching strategy. Assessment is an obligation of learning through

performance tasks and quarterly assessments. It is not an assessment but used as a

strategy." (Medina, 2018).

According to Yazici (2015) “Self-directed work teams are seen as an important

mechanism for dealing with today’s complex and rapidly changing business

environment. Team learning is attempted to prepare students to real world experiences.

However, not all teamwork is effective.” Teamwork is important as it helps each

individual to grow their knowledge. In a certain task, teamwork is needed to accomplish

the given assignment. It helps an individual prepare for the real life because you do not

learn everything in school. Sometimes you learn things outside in a way you can not

imagine it to be. “The shared learning gives students an opportunity to engage in

discussion, take responsibility for their own learning, and thus become critical thinkers.”

(Digby, et al., 1991). Collaborative groupings help the student to be independent; it helps

them to study on their own and contribute their ideas to the group. In this way, some

student develops how to be a critical thinker; it helps them to analyze and evaluate a

5
situation wherein they formulate a judgment towards an issue. “For many students,

collaboration is simply a collection of individuals discussing a topic as they complete

their work, or perhaps a dominant member that does all the work as the rest of the group

practices social loafing.” (University of North Texas, 2008). There are persons who claim

to do something on their own, as other members decline to help finish a task because of

temptations they encounter, like social media.

Students often asked the purpose of collaborative grouping. But as time goes by,

they learn and appreciate the help of collaborative groups. It is because if one of them did

not comply with the requirements, all of them will fail. This is a work done as a group

and all members should be helping one another. Through collaborative groups, students

can improve their leadership skills and socializing skills since they will interact more

while accomplishing a task, which is divided into each member to make it easier to be

finished.

Collaborative group practices the students’ leadership skills, to be critical

thinkers, which will be a help to have faster renovations and technologies in the near

future. The students who are going to be experiencing the collaborative groups in school

might help them boost their confidence and would participate more in their academic

studies. A lot of students is going to learn and grow in collaborative groups because it

develops friendships since you spend time interacting with your members. For the

students who are lazy to do their work, the task is now divided to each member of the

group, so there would be no reason for them to not do it. Collaborative groups are going

to help students to influence their fellow students to attend classes and learn.

6
STATEMENT OF THE PROBLEM

This research aims to identify the student’s perspective on using collaborative

grouping as a learning approach. Specifically, it seeks to answer the following questions:

1. How does collaborative grouping enhance an individual's knowledge?

2. How can collaborative grouping as a learning strategy be enhanced?

SIGNIFICANCE OF THE STUDY

This research aims to identify the student’s perspective on using collaborative

grouping as a learning approach. This study proved to be significant because of the

betterment it offered to the following:

Teachers. This study would help them know if the usage of collaborative grouping

would be effective in acquiring knowledge. It aims to evaluate and assess the

implementation of collaborative grouping to the effectiveness of teaching their lesson. It

helps to give them prior knowledge on how it will be used in their future classes.

Students. This study would benefit them by having knowledge to how collaborative

grouping extends their learning and its advantages and disadvantages to them. It aims to

assess on how effective it is as a way of new learning.

Future Researchers. This study would help them expand their knowledge further into

the topic and it may serve as their reference material on conducting a study similar to

this.

7
SCOPE AND LIMITATION OF THE STUDY

This research intends to know the students’ perception on collaborative grouping

in Pasig Catholic College as a learning strategy and to determine if this learning strategy

is effective to students. It could provide better solutions to help not just students but also

teachers. It will give an idea for teachers if they should continue the collaborative group

or not.

We will conduct an interview within the school vicinity to gather data for this

research. The teacher’s skills may have huge impact when it comes to learning of the

students, but the main focus is to know the effectiveness and the perception of the

students about it.

The participants for the interviews are Senior High School students, those who

have collaborative group assigned by the teachers, Grade 11 and enrolled in Pasig

Catholic College. Also, we will only interview one (1) participant per collaborative group

in each strand to hear their opinions because of the limited time.

We are including all genders and academic tracks of the students. Since the age

group, school year, and those students who enrolled in a certain school only, this limits

our scope of the participant. This may lead to a more accurate and more specific

participants and to narrow more the scope of the research. This will analyze if

collaborative groups help and improve student's learning capabilities. It will provide

evidences if the collaborative group is effective strategy to help the students learn more.

8
DEFINITION OF TERMS

The researchers deployed their own definition for this study:

Collaborative grouping

Operational: a team of people discussing their ideas to achieve an activity that will

benefit all

Learning strategy

Operational: an individual’s approach towards the accomplishment of learning

9
 Chapter 2

REVIEW OF RELATED LITERATURE

Educators in a variety of educational settings have long used collaborative

approaches to teaching and assessing students. The collaborative learning is one of the

most important learning theories nowadays, which promotes learning cooperation

between teachers and students, students and students. In international or foreign, the

cooperative learning method is a kind of teaching mode which takes students as the

center and takes group as the form. It changes the teaching mode and it is conducive to

cultivating students’ cooperative awareness and autonomous learning ability.

This research tests the effectiveness of the SPRinG programme, which was

developed through a collaboration between researchers and teachers and designed to

provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom

settings. An evaluation study involved comparing pupils in SPRinG classrooms and

trained in group work skills with thosep who were not in terms of science attainment.

There were 560 and 1027 pupils (8–10 years) in the experimental and control groups

respectively. ‘Macro’ attainment data were collected at the ‘start of the year. ‘Micro’

attainment data were collected in the spring and summer before and after science lessons

involving either group work (intervention) or the control teachers' usual approach.

SPRinG pupils made greater academic progress than control pupils. Findings are

discussed relative to enhancing the quantity and quality of group work in schools and a

social pedagogic approach to classroom learning. (Blatchford & Chowne ,2007). Viola

(2002) conducted a study entitled as “teacher training in multiple intelligences strategies

in cooperative learning structures to effect a change in the classroom”. The purpose of

10
this study was to train a selected group of teachers from the Norwalk La Miranda Unified

school district in various teaching strategies and model lessons for them to use in the

classroom and to determine if there was a change in their techniques. Susman (2004)

conducted a study on co-operative Learning- A review of factors that increase the

effectiveness of co-operative Computer based instruction. This study provided more

evidence that co-operative learning and problem solving CBIs were important factors in

increasing achievement and group interaction. In a study conducted by Antolin, Gabriel,

and Gamit(2017), it is believed that cooperative learning can considerably improve

students’ level of performance in the subject compared to the conventional or traditional

method of teaching.

According to the study conducted by Acharya and Sinha (2018), it uses

homogeneity in personal learning styles and heterogeneity in subject knowledge for

collaborative learning group decomposition indicating that groups are “mixed” in nature.

Homogeneity within groups was formed using K-means clustering and greedy search,

whereas heterogeneity imbibed using agenda-driven search. For checking learning

effectiveness, a simple schema of collaborative learning was proposed and prototype

learning system developed using Android Emulator. Multiple regression analysis was

applied on their learning results to derive regression coefficients for determining learning

efficiency. The derived set of regression coefficients suggests more the time taken to

form groups, better the student learning quality. Organizing students to work together in

small groups is an ancient practice in education throughout the world. The use of project

was an important element of Dewey’s (1970) educational prescription. Research,

descriptions, or guides to effective use of groups in education, have appeared in West

11
Germany (Meyer, 1983; Huber et al. 1984) The Netherlands (Veeder, 1985; Van

Oudenhoven et al. 1987), Britain (Barnes,1976) Australia (Reid et.al 1982) Israel (Sharan

& Sharan 1976) Canada (Ziegler,1981) but the largest quantity or reaserch in cooperative

learning has come from the United States (Aronson et al. 1978; Coben, 1986; Johnson &

Johnson, 1987; Silavin, 1990)

Improving students' problem-solving skills is a major goal for most science

educators. While a large body of research on problem solving exists, assessment of

meaningful problem solving is very difficult, particularly for courses with large numbers

of students in which one-on-one interactions are not feasible. We have used a suite of

software tools and pedagogies of small-group student collaborations to assess both

student problem-solving strategies and student abilities as they change over time. This

paper reports the use of these tools to probe the effectiveness of using small group

interaction to improve problem solving. (Cooper, et al., 2208)

The thought of group work, or CLC Groups often strikes fear and loathing in the

hearts and minds of both students and instructors. According to Swan, Shen, and Hiltz

(2006) collaborative work presents the possibilities of many difficulties including largely

unequal contribution of group participants, an inability of the students to manage the

different ideas and opinions while progressing, a decentralization of the objective of the

work due to the requirement for increased autonomy and control over the choice of

information and it’s processing, and individual assessment of each group participants.

However, the many proven benefits of collaboration group work make it worthwhile in

both traditional and online classrooms. It is well worth the effort to gain control of this

aspect of the class and position students for a successful and fulfilling experience. This

12
article will discuss key steps, including connecting to collaborate, committing to comply,

and anticipating to adapt, that instructors and students can take to help ensure the best

chance for successful group work in the classroom. (Nipp & Palengque, 2017)

Cooperative learning is a process to improve level of performance of grade 10

mathematics students in the Philippines. The method being used to influence students is

quasi-experimental research method, the following results are made: 1) it developed the

performance of controlling and experimental groups in mathematics; 2) however the

assessment show success and very effective; 3) applying the method shows positive

impression on the students that can be shown on their good perception to the subject.

(Antolin, et al., 2017). Zakaria (2010) made a study on the effects of cooperative learning

on students’ mathematics achievement and attitude towards mathematics. The purpose of

the study was to determine the effect of co-operative learning on mathematics

achievement and attitude towards mathematics. The researchers concluded that co-

operative learning was an effective approach which mathematics teachers needed to

incorporate in their teaching. Mandal (2009) conducted a study about co-operative

learning strategies to enhance writing skill. The study aimed to find out the effectiveness

of co-operative learning strategies to enhance writing skill. The result of the research of

having an incorporation of the activities would be a great benefit to the student

community and helped them to enhance their talent in writing. According to Lucena and

San Jose (2016), cooperative learning is an effective method to develop and improve the

speaking skills of the students at Vicente Hizon Sr. Elementary School, Bangoy District,

Davao City. To get the data, group discussions are used. The results stated that students

interact and express themselves during group activities. The method shows that student

13
increase their self-esteem because they know that they are responsible to the performance

of the group.

This paper uses quasi-experimental to investigate the effect of Collaborative

Learningin Small Group Discussions on developing the eight components of the

Resilience Quotient and the Academic Performance of the learners at Maritime English

class. By means of different statistical tools such as mean and standard and t-test for

dependent and independent means, the research shows those who have higher RQ are the

students who have greater academic performance. Proof showed that higher RQ could

improve academic performance and it could improve by means of constant exposure to

small group study period. Data do have proof that too much dependence on the teacher as

the core basis could lead to some recession or decline on the students’ personal idea.

(Torrento-estimo, L.C., & Evidente, 2012). This research wanted to determine what

teaching methods to use when teaching business ethics courses to the students of

accounting major that enrolled in the RVR College of Business at De La Salle

University. The examiner use survey for students who are Bachelor in Science of

Accountancy from freshmen to senior year levels. The students needed to choose among

eight methods to know if it would be effective when they take up business courses. The

results show that collaborative learning as the most preferred strategy and the least

preferred is technology-enhanced learning strategy. This data give as an idea that even

though we are living in the world of technologies, students still choose actual classroom

and in collaborative group. (Manalo, 2013).

14
Neo,K., Neo,M., and Kwork (2009).Investigated a study on “Engaging students in a

Multimedia Co-operative Learning environment: A Malaysian experience”. The purpose

of the study was to determine its impact on student learning their perceptions and

learning experiences. This multimedia enhanced co-operative environment proved to be a

viable alternative to the traditional class room and was an effective strategy to enhance

the students learning process.Myers (2001) conducted a study “Enhancing Education

through Co-operative Learning”. Research findings indicated positive outcomes

associated with co-operative learning. Students were given the freedom to become active,

think critically, find relationships, clarify thinking and respond to challenges.

In a study conducted by Reyes and Soriano (n.d), collaborative learning was

instrumental in unpacking a wealth of social skills, values and attitudes which is a

proactive approach to developing well-mannered and highly-productive professionals

and the students became more self-directed and purposive in learning as the lessons and

the required outputs progressed in complexity. As to values acquired, patience,

determination, honesty, objectivity, understanding, initiative, punctuality, consideration

for others, gratitude, self-discipline, and self-courage were among that emerged. This

study shows that the students are not only learning the lessons but they are also

developing their good manners and values that they can apply in their daily lives. It

shows that collaborative learning is help students develop and learn good manners.

Results revealed that through cooperative learning, students interact and express

themselves more to their peers or classmates during instructional episodes. The approach

served also as a venue for reluctant and fearful students to share and impart their ideas

and opinions regarding the concepts discussed in the class. They were able to intensify

15
their self-esteem because they knew that they were accountable to the performance of the

group in the class. (Lucena & San Jose, 2016). In this study, it shows that each of

students are able to develop and improve their self-confidence so that they can share their

thoughts and ideas to their group mates and if that happens, each of the member of the

group will become more productive and more engage with the lesson and they are able to

help each other on understanding the lesson.

Cooperative learning is defined and conceptualized by many related literature as a

teaching method whereby students support each other by working in a team. In this

study, it shows that collaborative learning is a big help to students because they are able

to learn and understand their lessons very well and they are able to improve their

performance inside the classroom. In this case, collaborative learning can consider a very

effective way for the students to learn the lessons very well.

Relatively recently, the image of a good teacher is associated with the ability to

facilitate learning instead of merely lecturing, manifested by the emergence of literature

related to cooperation and group work. In some way, being able to employ cooperative

learning approaches in the classroom then perceptibly indicates a teacher’s effectiveness

in the classroom as a result of increased student performance.

SYNTHESIS

Therefore Collaborative learning is used to enhance student’s knowledge and

skills. It is an approach that helps develop socialization and productivity. Most who used

collaborative learning already learned how to be initiative and how to gain knowledge

16
from their companions. This just shows that Collaborative learning is a method where it

improves a group to work as a team to support and progress each other’s performance,

THEORETICAL FRAMEWORK

Socio-cognitive conflict theory stated that, it is part of the Social Psychology

School in Geneva, responsible for its systematization, called “interactionist paradigm of

intelligence”. This position must be understood in the context of Piagetian thought, as a

critical derivation of this. In this regard, it can be called as neo-Piagetian, despite the

importance assigned to the socio-cognitive interaction by its representatives bring them

to the Vygotskian perspective. In fact, it may be considered as a socio-constructivist

approach (Dillenbourg et al., 1996).This theory tackled the intellectual capacity of an

individual. It develops their ability to socialize to other people. Through this, each

becomes independent by having the initiative to interact and gain knowledge from their

peers.

CONCEPTUAL FRAMEWORK

Implementation of Interaction between

Student’s Perception
about Collaborative
Groups

17
 Valdez et al. (2015) (as cited in Gonzales and Torres, 2016) discovered that

Filipino learners preferred lessons utilizing the cooperative approach because they

became more engaged in their learning and were more independent when it comes to

pace and participation. Most of the students agree that having collaborative groups will

help them cope up and understand the lessons more because of the help of the other

students. Although a great number of students approved to the collaborative group, there

are still some students who thinks that it is unnecessary to implement it. The study

pointed out that learners may prefer to work on their own rather than within a group due

to the fear of low grades and conflicts of interest (Farzaneh & Nejadansari, 2014).

The academic status of the learner was greatly comparable before exposing them

to different teaching methods; this could be due to the teachers’ knack to decide materials

needed to conduct the lesson, academic and social-skill objectives, and the method of

assigning students to groups (Hwang, 2018). It was induced that understudies taught

through cooperative learning showed better results for their scholastic accomplishment

on the post-test than those instructed through traditional techniques (Parveen, Yousuf, &

Mustafa, 2017). This implies that collaborative group is an effective learning strategy for

students to easily understand what is being taught by their teacher.

REFERENCES

Antolin (2017). The Effects of Cooperative Learning in Enhancing the

Performance Level of Grade-10 Mathematics Students in Talavera National High

School in the Philippines.

18
 Lucena & San Jose (2016). Co-operative Learning in Enhancing the Speaking

Skills of Students: A Phenomenological Approach.

Torrento-estimo, L.C & Evidente (2012). Collaborative Learning in Small Group

Discussions and Its Impact on Resilience Quotient and Academic Performance.

Manalo (2013). Teaching Strategies for Business Ethics Course in the

Undergraduate Accountancy Curriculum. DLSU Business & Economic Review.

Zakaria (2010). The Effects of Cooperative Learning on Students’ Mathematics

Achievement and Attitude towards Mathematics.

Mandal (2009). Co-operative Learning Strategies to Enhance Writing Skills.

Neo,K., Neo,M., & Kwork (2009). Engaging Students in a Multimedia Co-

operative Learning Environment: A Malaysian Experience.

Myers (2001). Enhancing Education through Co-operative Learning.

Viola (2002). Teacher Training in Multiple Intelligences Strategies in

Cooperative Learning Structures to Effect a Change in the Classroom.

Susman (2004). Co-operative Learning: A Review of Factors that Increase the

Effectiveness of Co-operative Computer-based Instruction.

Improving the effectiveness of collaborative group work in primary schools:

effects on science attainment. (2007,October 19). Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/01411920701582231?src=recsys&journal

Code=cber20

19
 A “Mixed” Strategy for Collaborative Group Formation and Its Learning

Outcomes. (2018,January 5). Retrieved from

http://journals.sagepub.com/doi/abs/10.1177/0047239517749246

An Assessment of the Effect of Collaborative Groups on Students' Problem-

Solving Strategies and Abilities. (2008,June1). Retrieved from

https://pubs.acs.org/doi/abs/10.1021/ed085p866?guest=true&

Strategies For Successful Group Work. (2017). Retrieved from

https://files.eric.ed.gov/fulltext/EJ1152959.pdf

Research on Cooperative Learning: an international perspective. (2006, August

3). Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/0031383890330401

Cooperative Learning in Enhancing the Speaking Skills of Students: A

Phenomenological Approach. (2006, March). Retrieved from

https://www.researchgate.net/publication/317688174_Cooperative_Learning_in_Enhanci

ng_the_Speaking_Skills_of_Students_A_Phenomenological_Approach

Consensus-Seeking Tendency In Groups. Retrieved from

https://www.utwente.nl/en/bms/communication-theories/sorted-by-

cluster/Organizational%20Communication/groupthink/

Collaborative learning: Theoretical foundations and applicable strategies to

university. (2016, June). Retrieved fromnhttps://files.eric.ed.gov/fulltext/EJ1126307.pdf

20
 Cooperative Learning Approach In An Outcomes-Based Environment. (2014).

Retrieved from http://research.lpubatangas.edu.ph/wp-content/uploads/2014/12/IJSSAH-

COOPERATIVE-LEARNING-APPROACH-IN-AN-OUTCOMES-BASED-

ENVIRONMENT.pdf

Fifteenth Congress Of The Republic Of The Philippines First Regular Session.

(2014, July 10). Retrieved from https://www.senate.gov.ph/lisdata/74976053!.pdf

Filipino ESL Learners’ Attitudes Toward Cooperative Learning and Their

Relationship to Reading Comprehension. (2016). Retrieved from

https://files.eric.ed.gov/fulltext/ED571834.pdf

Impact of Cooperative Learning Approaches on Students’ Academic

Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools,

Ethiopia. (2018, April1). Retrieved from

https://www.hindawi.com/journals/edri/2018/6202484/

An experimental study on the effect of cooperative learning on students’

academic achievement and students’ perceptions towards cooperative learning. (2017,

May 24). Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/09720073.2017.1311670

21
 Chapter 3

METHODOLOGY

This chapter consists the discussion of the research design, sample and the

respondents, research’s instrument, data collection procedure, and data analysis

procedure from which the results of the study would held on to meet the objectives of the

research.

RESEARCH DESIGN

This descriptive research, which is qualitative in nature, observed collaborative

grouping and students’ perception toward collaborative grouping as a learning strategy.

The researchers will conduct in-depth interviews from which information will be

gathered for the data analysis.

RESEARCH LOCALE

The participants of this study are Grade 11 students of Pasig Catholic College

S.Y. 2018 – 2019. Purposive sampling will be used in selecting students. For the in-depth

interviews, one respondent from each section per strand in Pasig Catholic College will

come. A total of thirteen students would be interviewed since we will only interview the

Grade 11 students of Pasig Catholic College.

RESEARCH’S INSTRUMENT

22
The researchers would conduct in-depth interviews to collect qualitative data regarding

the student’s perception on collaborative grouping as a learning strategy. The questions

to be asked are the following:

1. How does collaborative grouping help you in gaining knowledge?

2. How does collaborative grouping help you improve your academic performance?

3. How do your teachers use collaborative grouping?

4. How effective is collaborative grouping as a learning strategy for you?

5. How does collaborative grouping help you/let you create innovative ideas?

6. How else does collaborative grouping improve you as an individual?

7. In what way do your groupmates help you to finish your task?

DATA COLLECTION PROCEDURE

The researchers will discuss the nature and purpose of the study to the

participants and will ask permission for collecting data. The researchers will personally

conduct the interview. The researchers will not base from the gestures of the respondents.

The researchers will only observe their facial expressions.

The researchers will thank the participant as an appreciation for its cooperation.

The same procedure goes with the rest of the participants. The answers will be recorded

for analysis and interpretation.

The recording material that the researchers will use will be a voice record in the

cellular phone. In order to gain honest and sincere answers, the participants will be made

aware of their confidentiality and they would not be affected in any way for this will be

done only for a research.

23
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter is dedicated to the presentation and analysis of data gathered by the

researcher in order to satisfy the objectives of the study. The results are presented in a

tabular manner and the interpretations are given below.

Table 1: Gaining knowledge in collaborative grouping

Theme Frequency Verbatim Answers

Brainstorming 3 Since it is a collaborative

group, so not only one brain

is functioning, so if the

person has another idea

about the certain topic then

maybe that certain idea of

that person can contribute to

your topic.

Sharing ideas, opinions, and

knowledge circulate over the

group. It helps adding

information that you didn’t

know.

It helps me in gaining

knowledge by brainstorming

24
 with my groupmates

Providing help 3 Nakakatulong to sa pag

gagain ng knowledge kase

syempre nakakapagtulong

tulong kami para makagawa

kami ng isang task na para

sa subject namin (It helps in

gaining knowledge because

we help each other to do a

task.)

Collaborative grouping

helps me in gaining

knowledge by having

groupmates that help me

understand different topic

that I don’t know.

We help each other and our

load are lighter

Interacting with other 6 Yung collaborative grouping

people and pushing oneself mas nag-gagain ng idea

to do better mula sa ibang groupmates

na iba yung experiences pati

skills napagsasama ganun.

25
 (The collaborative group

helps in gaining more ideas

from other groupmates who

have different experiences

and skills.)

Mas na aano, napepressure..

mas napupush ko yung sarili

ko na alamin yung isang

topic and mas may

macocontribute ako sa

grupo. (I’m pressured. I’m

doing all that I can to

broaden a certain topic and

contribute something to the

group.)

Kapag may di ako alam

nakakapagtanong ako sa

mga kagrupo ko tas

nadadagdagan yung

knowledge ko (If I don’t

know something then I ask

my other groupmates to help

in gaining knowledge.)

26
 May alam yung kagroup ko

na hindi ko alam.

Nadadagdagan nila yung

knowledge ko. (My

groupmates know something

I didn’t know and I am able

to obtain knowledge from

them.)

Yung mga kaklase ko ano....

hindi ako hinahayaan maleft

out sa mga natutunan nila

tsaka lagi nila ako

tinutulungan sa mga

groupings. (My classmates

don’t let me left out and they

always help me every

groupings.)

Collaborative groupings

help me gain knowledge in a

way that it teaches me how

to interact with other people,

with that being said, it opens

my mind to other opinions

27
 or other suggestions my co-

member are contributing.

Interpretation: Collaborative grouping helps the students to gain knowledge through

sharing ideas they can improve their analytical skills and critical thinking. It answers our

statement of the problem, how does collaborative grouping enhance an individual's

knowledge?, because through the collaborative grouping it helps the students to improve

their learning outcomes.

Table 2: Collaborative grouping in improving academic performance

Theme Frequency Verbatim Answers

Helping one another 6 Yun nga ano... tinutulungan

nila ako (They help me.)

Just like what I said,

collaborative grouping help

me in improving my

academic performance by

my groupmates, enlightens

me on what is the right thing

to do and how it’s done.

Naiimprove nito ang aking

academic performance yung

mga kagrupo natutulungan

28
 ako at nabibigyan ako ng

kaalaman para

makaimprove sa aking

academic performance (It

improves my academic

performance because my

groupmate help me and

gives me information.)

Natutulungan namin yung

isa't isa para ma-improve

yung grades namin (We help

one another to improve

grades.)

Connected to my first

answer, since we're just a

student we don’t know

everything yet so

collaborative group help us

in … when it comes to

studying, for example when

we're studying a certain

topic and we don't know

some topics about that we

29
 could ask the our

groupmates of their ideas

about that.

It helps me in my academic

performance simply by

helping one another in our

group

Workload is divided 3 It improves my academic

performance by finishing

task fast.

My workload gets lighter

Kapag grouping, hindi lang

ako yung gumagawa. (I’m

not the only one who works

within the group.)

Developing oneself and 3 Kasi napupush ko yung

opening mind to others sarili ko at may nadedevelop

ako sa sarili ko hindi lang

yung dating ginagawa ko,

hindi lang para sa sarili ko

which is para sa grupo. (I

push myself to develop. Not

only how I work in the past

30
 but also myself.)

Nag-improve siya kasi hindi

lang sa pagiging...

pagsosocialize sa ibang tao,

nakita ko rin yung grades ko

na nag-improve kasi natuto

akong makisama ganun tas

nakilala ko kung ano yung

kaya ko, kung ano yung

hindi ko kaya. (It is

improving and not only in

socializing with other

people, I saw my grades too

and it improved because I

learned how to cooperate

and I discovered my

strengths and my

weaknesses.)

As I have said, it opens my

mind to other opinions and

suggestions, in line with that

it supports my academic

performances as it

31
 contributes knowledge that I

still don’t know.

Interpretation: Students help improve their academic performance by interacting to one

another and socializing to understand the topic. It answers our statement of the problem,

what are the challenges in the collaborative learning approach?, because it is one of the

challenges when it comes in coping up with one another but through this they can

cooperate and exchange their ideas.

Table 3: Approach in collaborative grouping

Theme Frequency Verbatim Answers

Learning Strategy 3 Learning strategy

Learning strategy. By

random people based on

their grades to help them

also associate to other

people they don’t get along

with.

Learning strategy

Assessment 7 I think they use it as a mini

task

Assessment. Mas lamang

ang assessment lalo na pag

32
 wala nang madagdag sa

grade. Ayun na lang ang

gagawin. Mema, ganun sila.

(Assessment. Assessment is

much used most especially if

there can be no any

activities to add in the

grade.)

Assessment

Assessment yung ibang mini

task kase na pinapagawa

nila kailangan talaga ng

tulong (Assessment. The

mini tasks given are done

with the group.)

Assessment

Ano assessment kasi lagi

sila nagpapaminitask na

pacollaborative group po

(Assessment because

teachers always use

collaborative grouping in

mini tasks.)

33
 In my section, our teachers

often follow our

collaborative group because

we frequently suggest to our

teacher that we just change

or create another group

instead.

Learning strategy and 2 Both. Teachers use

assessment collaborative grouping as a

learning strategy to

collaborate with groupmates

and as an assessment by

having an output as a group.

Our teachers use

collaborative grouping to try

to lessen our workload.

Assessment and learning

strategy.

Interpretation: Even though collaborative groups are implemented as a learning strategy,

students view this as an assessment; students improve their knowledge through the

assessments made by the teacher.

Table 4: Effectiveness of collaborative grouping

34
Theme Frequency Verbatim Answers

Effective 6 For me somehow effective

because as a... Using

collaborative grouping as a

learning strategy doesn't

really help a person because

sometimes we face issues

like when a person is when

a group is doing a certain

thing

Effective siya kasi mas

nagiging comfortable ka

kesa yung nag-iisa ka. Mas

nagiging comfortable kasi

may kasama ka, may

maaasahan ka na tutulong sa

akin, may tutulong sa iba at

ayun may nadedevelop rin

kahit papano. (It is effective

because it makes us

comfortable rather than

being alone. You are much

comfortable because you

35
 have someone to reach out if

you needed help or the

others needed help and that

also develops it.)

Effective ang collaborative

group kase yung ibang

kagrupo mo natutulungan ka

mabigyan ng paraan para

mas mapadali ang mga

gawain (Collaborative

grouping is effective

because the groupmates do

something to make the task

easy.)

It is really effective because

it helps me to get out of my

shell and meet new other

friends to associate with.

For me, it is really effective

because it helps me improve

my skills in school

It is very effective because it

tend to lessen the work as

36
 group. You can divide the

task to your other members

so that it will be finish at the

proper moment or earlier in

the given time.

Not effective 2 I don’t think it is effective

because some members

don’t ever cooperate and

give zero effort.

Sometimes collaborative

grouping is effective and

sometimes it’s not. When

it’s effective, our group has

interaction that reveals our

different skills of each other

in the group. Sometimes it’s

negative because not all

groupmates help in the

project or the task that is

needed to be done.

Improving oneself 4 Yung patience ko na.... kasi

natetest yung patience ng

lahat ng grupo.. ng ka-

37
 grupo. Tapos yun nga

napagsasama mga ideas,

skills, experiences. (Our

patience is tested. And also

our ideas, skills, and

experiences and joint

together.)

Sa collaborative grouping,

mas naiimprove yung grades

ko (In collaborative

grouping, my grades

improve.)

Sakto lang. Give and take

lang. (We are giving

knowledge and able to get

knowledge.)

Pag may pinapagawa sakin

yung leader namin.. ayun....

ginagawa ko.. nagiimprove

ako don.. (Everytime our

leader ask me to do

something.)

38
Interpretation: Collaborative grouping is effective as it intends to help all of the

members. Group work can be an effective method to encourage active learning, motivate

students and develop their communication skills.

Table 5: Creating innovative ideas

Theme Frequency Verbatim Answers

Sharing ideas and 7 Mas nakakagawa kami ng

brainstorming magandang ideas kasi

napagsasama namin yung

ideas ng bawat isa (We are

able to create new ideas

because we combine all of

our ideas.)

Syempre sa pag

babrainstorming namin sa

pagsesearch namin para sa

pangangailang sa collab

group (In brainstorming of

course.)

Pareho lang yung sagot ko

sa number 1 (My answer is

just the same with number

1)

39
 Thinking as a group and

making things as one is

better because different

minds and ideas come and it

turns into one idea that is an

output of all members.

We share our ideas and

combine them; we criticize

each of our ideas and find a

way to make it better.

It helps me create

innovative ideas because my

other groupmates share their

ideas and thoughts also.

t helps me create innovative

ideas because as a group we

brainstorm to create new

ideas

Helping one another to 5 Kunwari kapag feeling ng

lessen workload ka-grupo mo mali ka tas

mas may better silang idea,

kino-consider yun. Kasi

para maging mas maganda

40
 yung work. (When my

groupmates feel that your

answer is somewhat wrong

and they have something

better, then their idea is

being consider to make our

work better.)

Still connected with my

first... Yah. Groupmates will

rely on one person to do the

task

New ideas kasi minsan

competitive sa ibang grupo

so you're trying new things

just to adjust for the group

and para mas maging angat

ka. Medyo competitive kami

kapag per group dito pero

masaya naman. Solid

naman. (New ideas because

sometimes the group is very

competitive. So you’re

trying new things just to

41
 adjust for the group and for

you to be better. We are

slightly competitive When it

comes to activities that are

in group but its still fun. It’s

still lit.)

Effective siya kasi.. every

student nagtutulong tulong

para makapasa (It’s effective

because every student helps

each other to pass.)

It is very effective because it

tend to lessen the work as

group. You can divide the

task to your other members

so that it will be finish at the

proper moment or earlier in

the given time.

Interpretation: Collaborative grouping helps students in creating more effective and

creative ideas for their projects because of the brainstorming happening within the group.

Even though having this kind of setting is a big help in improving their ideas, some

groups are just relying and depending on one member of the group.

42
Table 6: Improving one’s self through collaborative grouping

Theme Frequency Verbatim Answers

Intrapersonal Skills 6 Nag-iimprove siya as an

individual kasi nag-gagain

ng knowledge tapos yung

pagkakakilala sa sarila mas

napapatatag kasi yung

nalalaman yung strengths

pati weakness. (It helps to

improve in gaining

knowledge and we also

knew something new within

ourselves, like our strengths

and weaknesses.)

Mas nagkaroon ako nh

leadership kahit hindi ako

leader sa grupo kasi may

nadidiscover ako sa sarili ko

na kaya ko to. (I learn to

have leadership because

even though I’m not the

leader in the group, I

discovered that I can do

43
 this.)

Tumataas ang confidence ko

tsaka mas namomotivate

namin ang isa't isa para

gumawa ng mas magandang

output (I have confidence

and we’re able to motivate

one another to do better.)

New skills that I didn’t

know that I can do. As an

individual, it helps me

perform new skills, have

new output that gonna help

the group.

By not being my old self,

improving my self-

confidentiality to associate

with other people and it

helps me to learn something

new, new ideas, etc.

It does improve my

knowledge about a certain

topic because we help one

44
 another

Interpersonal Skills 6 Well it improves our

socialization skills the way

we talk with each other or

how we interact with other

people.

Natutulungan akong nitong

maging mas maimprove

tayo sa mga kagrupo (It

helps to improve us within

the group.)

Marunong makisama. (I am

able to socialize with

others.)

Since I am not very social, it

helps me understand human

behaviour more and allows

me to observe how other

people think.

Nagbibigay ano strategy

nakakuha ng ideas galing sa

iba nakakatulong din sayo

(Gives strategy and obtain

45
 ideas from others that can

also help an individual.)

It is very effective because

it tend to lessen the work as

group. You can divide the

task to your other members

so that it will be finish at the

proper moment or earlier in

the given time.

Interpretation: Collaborative grouping helped the students to improve themselves in

terms of being discovering their skills, strengths, and weaknesses. Through this, the

students also improved their confidence and socializing skills.

Table 7: Finishing tasks with the help of groupmates

Theme Frequency Verbatim Answers

Dividing workload 3 Mas napapadali yung

pagtapos ng task kasi

nahahati namin yung gawain

(The tasks are done with

ease because we distribute it

equally.)

Our leader assigns us the

46
 things that is needed to be

done, so it will be done

faster because when the task

is divided, we all have one

output.

We distribute the workload

but most groupmates are not

helpful at all and makes the

work harder than it’s

supposed to be.

Helping each other 7 Kahit yung iba pabuhat,

tumutulong pa rin naman

sila kasi nakokonsensya rin

sila kasi grade rin naman

nila yun. (Although not all

are helping, they still do

because it is also their

grade.)

Kasi sa amin hindi kami

natatapos sa isang araw

hanggat hindi natatapos

lahat. Nagpupuyat talaga

kami basta matapos namin

47
 kahit may isa na hindi

gagawa, hindi gumawa,

tutulungan namin or minsan

tatanggalin kapag nainis

nang sobra. Ganun gawain

ko eh. Tagatanggal ng grupo

kasi ayoko talaga ng hindi

tumutulong. (Because for

us, we don’t finish the day

until we haven’t finished all

our task. We stay up late

just to finish even though

there’s someone in the

group who will not do the

task or who is not working.)

Sa pamamagitan ng

pagtulong at pag gabay

saakin para sa

pinapagawang task (By

helping and guiding me in

every tasks.)

Nagtutulungan kami, kapag

hindi na kaya nung isa,

48
 tutulungan pa ng isa. (We

help one another whenever

there is someone who needs

it.)

Sharing or helping of task

for us all to finish

immediately.

Kapag ano di ko kaya

tinutulungan nila ako. (If I

don’t know it then they help

me.)

I’m more of a pro in

individual works. However,

in collab groupings, they

help me in a way that they

remind me of the things i

should do and the due dates

as being follow.

Teaching others and giving 2 Moral support or like...

support

They teach the lesson for me

to understand

49
Interpretation: Through the collaborative groupings, the tasks can be finished faster

because of the division of work, but sometimes, the group mates are not helping to finish

tasks and are only depending on the leader thinking that it can be finished on time.

50