CHAPTER I

THE PROBLEM

Introduction

For fourth year nursing students, the concept of maladaptive patterns of behavior is a

significantly important topic because of its weight on the total grade in Nursing Care Management 104.

It is 60% of the total concept grade and it is taken only in one week pushing the students to make use

of the study skills they have known to be beneficial for them.

One such study skill used is the use of group study. No strict criterion is employed in forming a

group to learn with, leading to variations of factors that may have actually been detrimental to the

students’ acquiring their knowledge. The factors in focus by the investigators are the following:

number of times an individual was involved in a group study, the duration of group study and the

number of people per group.

The investigators would in turn, determine if any of the factors in focus has a direct effect to

the learning outcome of the students. Finally, in knowing how these factors directly affect their

learning outcome, the students are now empowered on how they will carry out their group study.

Statement of the Problem

Specifically, this research aims to answer the following questions:

1. What are the characteristic of the participants that contribute to the effectiveness of group study

approach?

a. Age

b. Gender

2. What are the ideas of the respondents on what group study is all about, is it really beneficial for

them?
 3. Which factor most significantly determines the effectiveness of group study to the learning

outcome in the concept of maladaptive patterns of behavior?

a. number of times an individual was involved in a group study

b. duration of group study

c. number of people per group

Conceptual Framework

G
R
O number of people per group LEARNING
U OUTCOME
P duration of group study held To the
concept of
S number of times an individual was Maladaptive
T Patterns of
U involved in the group study Behavior
D
Y

The investigators focused on the following factors related to group study: number of people per group,

duration of group study held and the number of times an individual was involved in the group study.

The investigators believed that if there are a fewer number of people in a group, a long duration per

session, and the more number of times an individual was part of a group study would mean that the

student will obtain a higher quality of learning.

Theoretical Framework

The theory of Adult learning by Malcolm Knowles was chosen to be the most appropriate

theory for this research. Malcolm Knowles has argued that adulthood has arrived when people behave

in adult ways and believe themselves to be adults. It is then that they should be treated as adults. He
taught that adult learning was special in a number of ways. One of them is that adult learners bring a

great deal of experience to the learning environment which can be a factor in the contribution of

information based on experienced coupled with learned concepts. Another one is that adults expect to

have a high degree of influence on what they are to be educated for, and how they are to be educated.

This results to motivation to achieve a certain goal. It has also been explained that the active

participation of learners should be encouraged in designing and implementing educational programs.

Through this, there is active collaboration which further deepens the learning through retention and

internalization. Which furthermore explains that adults need to be able to see applications for new

learning. Adult learners expect to have a high degree of influence on how learning will be evaluated

and expect their responses to be acted upon when asked for feedback on the progress of the program.

According to Burns (1995, p.233), by adulthood, people are self-directing. This is the concept

that lies at the heart of andragogy. Andragogy is therefore student-centered, experience-based,

problem-oriented and collaborative very much in the spirit of the humanist approach to learning and

education.

Pogson and Tennant (1995) provided a perspective of adulthood as a social construction. They

say that the concept of a life's course varies for different individuals and different cultures; therefore

trainers and adult educators should be wary of definitive views of adults and their behaviour. Burns'

idea supports this concept through his petrol tank view of education which states that one should fill

the tank full at the only garage before the freeway, then go on life's journey. This means that people

should fill themselves with as much knowledge as they can at school before facing the other challenges

in life where one could get his fuel for sustainance.

Another aspect which should not be overlooked is the emotional aspect. Some adults can

approach formal educational settings with anxiety and feelings of high or low self-efficacy. Their
approach to new learning contexts can be influenced by how they appraise or evaluate the new

experience. For example: given two adults in a classroom where an exercise is about to begin, one

individual may interpret the exercise in such a way that leads to a feeling of 'excitement', while the

other person interprets the exercise in such a way that leads to the feeling of 'embarrassment'. It is self

evident that the way the individual interprets the situation and the subsequent emotion that arises, will

affect the kind of action the individual is to take. (Burns, 1995, p.16) Burns considers that such

appraisals, coupled with labels such as 'fear' or 'anxiety' can lead some learners to emotionally

disengage from the source of discomfort that is the learning experience. However, when coupled with

labels such as 'excitement' or 'challenge' the learner is led to take actions that focus on the task.

Significance of Study

The study will contribute to the social and intellectual life of people concerned in the study. If the

outcome will yield positive results towards the effects of group study it would aid the students in

choosing an approach in studying a particular concept. The results of the study would prove not only

relevant to the concept of Maladaptive Patterns of Behavior but as well as to the other topics covered

in the nursing curriculum. Students from other courses will also benefit from the outcome of the study

by providing a background on how studying in a group affects one’s learning outcomes.

Limitations

The study would focus on the factors chosen by the investigators and differences of the

learning outcomes of the students who participated in a group study The following would not be

covered by the research:

1. Heterogeneous group versus homogeneous group

Heterogeneous group is defined as a group composed of both male and female. On the other

hand, homogenous group pertains to a group composed of the same sex. This criterion was not covered
by the research for the reason that it would make the investigators become biased about the group

formation. The original group composition solely relies on the subjects’ preference rather than the

investigators’ preference. This quality of the grouping makes it an uncontrolled variable for the

investigators and so it was excluded.

2. Group selection

Group selection was defined by the investigators as a group criterion where in research

subjects’ grouping preferences fall under choices such as by friends, classmates, and acquaintance or

by random selection. This criterion was found to be difficult to control by the investigators and thus

was considered an extraneous variable. If this was to be included in the research, it would mislead the

investigators from the true or desired outcome of the study. Thus, group selection was excluded from

the study.

3. Structure of collaborative learning is the building of a group and/or ways, in which we can

envision, then organize and develop effective, meaningful collaborative projects. The structure

of something is how the parts of it relate to each other, how it is "put together”.

This research will not be involve on the study since investigators are only focusing on the

major group study not on how a group was built or organized.

4. The amount of teacher intervention in the group learning process

This research would not focus on the amount of teacher intervention in the group learning

process because there would be no teacher intervention present. If such intervention is present its effect

will not be essential to the results or findings.

5. The differences in preference for collaborative learning associated with gender and ethnicity
 This research would not focus the difference in preference for collaborative learning associated

with gender and ethnicity is because our study would like to view the correspondents as equals. We

think that we should not look at gender and ethnicity as factors that would be essential in the study

6. Students have different learning styles--characteristic strengths and preferences in the ways

they take in and process information. Some students tend to focus on facts, data, and

algorithms; others are more comfortable with theories and mathematical models. Some respond

strongly to visual forms of information, like pictures, diagrams, and schematics; others get

more from verbal forms--written and spoken explanations. Some prefer to learn actively and

interactively; others function more introspectively and individually.

Every learning style of students individually will not be covered by this research because the

focus of this is to only find out the effectiveness of learning as a group not as an individual.

Hypothesis

HA: The number of times an individual was involved in a group study, the duration of group study and

the number of people per group has a direct effect on the effectiveness of a group study to a student’s

learning outcome.

Assumption

It is assumed that:

1. Each person has his own unique way of acquiring knowledge.

2. There are different factors affecting the effectiveness of a group study approach.

Definition of Terms

Study Group is a collection of individuals who gather together regularly to improve their

understanding of some non-trivial subject, such as a body of great literature, by participating in a

focused discussion. It is designed to facilitate discussion, sharing, and learning information. It is also

considered as an interactive learning where students help other students or a peer directed cooperative

learning strategy in an academically informal group setting. The main subjects of the research are the

Level IV nursing students of University of the East Ramon Magsaysay Memorial Medical Center who

are the fourth year nursing students of school year 2006-2007. They are the one who have already

taken the Concept of Maladaptive Patterns of Behavior, a concept in the subject Nursing Care

Management 104 which deals with the psychiatric dimension of health. It has the biggest weight in the

course of NCM 104. In particular, Nursing Care Management 104 is the subject taken by the level IV

nursing students in the 1st semester which focuses on curative and rehabilitative nursing concepts and

procedures. The students are evaluated through their Learning Outcome, the learning outcome being

considered in the study are the quiz results and long exam result. It is defined in terms of the

knowledge, skills, and abilities that students have attained as a result of their involvement in a

particular set of educational experiences. Learning outcome is the specification of what a student

should learn as the result of a period of specified and supported study.

CHAPTER II

REVIEW OF LITERATURE

The concept of collaborative learning, the grouping and pairing of students for the purpose of

achieving an academic goal has been widely researched and advocated throughout the professional

literature. The term "collaborative learning" refers to an instruction method in which students at

various performance levels work together in groups toward a common goal. The students are

responsible for one another's learning as well as their own. Thus, the success of one student helps other

students to be successful.

Proponents of collaborative learning claim that the active exchange of ideas within small

groups not only increases interest among the participants but also promotes critical thinking.

According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve

at higher levels of thought and retain information longer than students who work quietly as individuals.

The shared learning gives students an opportunity to engage in discussion, take responsibility for their

own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).

Through collaborative learning, students learn to work with all types of people. During group

interactions, they find many opportunities to reflect upon and reply to the diverse responses that fellow

learners bring to the questions raised. Groups also allow students to add their perspectives to an issue

based on their cultural differences. This exchange inevitably helps students to better understand other

points of view. When questions are raised, different students will have a variety of responses. Each of

these can help the group create a product that reflects a wide range of perspectives and is thus more

complete and comprehensive. Students also learn to relate to their peers and other learners as they

work together in-group enterprises. This can be especially helpful for students who have difficulty with

social skills. They can benefit from structured interactions with others. Each member has opportunities

to contribute in the group. Students are apt to take more ownership of their material and to think

critically about related issues when they work as a team and because there are more exchanges among
students in small groups, your students receive more personal feedback about their ideas and

responses. This feedback is often not possible in class lectures, in which one or two students exchange

ideas and the rest of the class listens.

According to Glasser (1986) students find a great deal of relevance and power through their

peer interactions. When students are given the opportunity to combine study with friendship they truly

thrive. One reason for this is the teamwork and camaraderie that come from friendly interactions.

Glasser uses basketball as an allegory for this concept. He observed that weak players do not relax and

let the better players carry them, and the better players do not resent the fact that the weaker ones are

not as good as they are. In fact they tend to encourage and help them. And when a weak player finally

gets to play and scores not only is his contribution cheered, but also his points are as much a part of the

final score as anyone else's. On a well-coached team, all players experience not only power but also a

strong sense of belonging, and it would not be amiss to say that there is love for both each other and

the coach. Glasser expands on the need for teams with eight reasons: (1) Teaming provides a sense of

belonging, (2) belonging provides the initial motivation to work; (3) Stronger students are fulfilled by

helping the weaker ones; (4) Weaker students find that their contributions help the team; (5) Students

do not depend solely on the teacher, but develop self reliance; (6) Teams allow students in depth

discussion and exploration of a subject; (7) Teams have the freedom to demonstrate their abilities and

learning in a unique format; (8) When teams are rotated then stronger students contribute to everyone's

success while maintaining their own high achievement.

Robert Slavin also has done extensive research on cooperative learning, and has developed

many team teaching methods. Slavin breaks teaming into two basic categories, group study and task

specialization. Group study is a way in which students work together to understand and apply group

rewards are given based on individual member's learning. In the category of group study there are

many examples of teaming. Slavin developed several of these in collaboration with others. Task

specialization takes place when teams divide up the studying to be done. Slavin subdivides these two
categories according to whether some of the methods include Student Team Learning, Student

Teaming-Achievement Divisions (STAD), Teams-Games-Tournaments, and Team Assisted

Individualization. In all these methods, groups study a problem together and then demonstrate their

knowledge through individual worksheets or tests. Some of the variations come in the form of how the

evaluations are weighted. Some have group competition, others equal opportunity scoring. All have an

individual reward system, like grades, built in.

In spite of these advantages, most of the research studies on collaborative learning have been

done at the primary and secondary levels. As yet, there is little empirical evidence on its effectiveness

at the college level. However, the need for noncompetitive, collaborative group work is emphasized in

much of the higher education.

Critics of group learning often point to problems related to vague objectives and poor

expectations for accountability. Some claim that working in a group, is an avoidance of teaching.

According to these critics, dividing the class into groups allows the teacher to escape responsibility.

Vicki Randall (1999), who has taught elementary, high-school, and college-level students,

cautions against abuse and overuse of group work. According to Randall, the many benefits of

cooperative learning sometimes blind us to its drawbacks. She identifies the following practices as

common weaknesses:

Making members of the group responsible for each other's learning can place too great a burden

on some students. In mixed-ability groups, the result is often that stronger students are left to teach

weaker students and do most of the work.

Encouraging only lower-level thinking and ignoring the strategies necessary for the inclusion of

critical or higher-level thought. In groups, there is sometimes only enough time to focus on the task at

its most basic level.

Some critics cite the mix of students as a source of potential difficulties, although they disagree

on which types of groups are problematic. Other dissenters highlight the overuse of cooperative groups
to the detriment of students who benefit more from learning alone. Yet others recommend that we

negotiate more with students to determine how they learn best and apply these ideas to the way we

structure classes.

A possible problem with cooperative learning involves gender inequities. Research (Cohen

1986; Sadker et al. 1991; Linn and Burbules 1993) shows that in science, and perhaps in other areas of

the curriculum as well, group learning may be less equitable for girls than autonomous learning. Group

learning may reinforce stereotypes, biases, and views of science and math as a male domain. Male

students may discredit females, and the group may become a microcosm of the "old boy" network that

has frequently discouraged women from participating in certain curricular activities. Specifically,

according to Sadker et al. (1991): The different and contradictory findings of the relatively few studies

analyzing cross-gender performance in cooperative learning organizations suggest that, by itself, the

implementation of cooperative learning groups does not necessarily lead to a more equitable and

effective learning environment for females.

According to the book done by Jose Calderon, it is unavoidable to have a social grouping

within a society. People group themselves in many different occasions and circumstances. Mr.

Calderon mentions that a lot of people especially men tend to group themselves with some reasons,

first is because of their gregariousness and second is cause of necessity. People tend to group

themselves with the same sex. It is just because everyone feels comfortable when they are with the

same gender. They know that the person can easily understand them. They can also easily adapt or

adjust since everyone has at least five and above characteristics that are similar. The other one is that

because it is necessary that’s why they need to work with another company of men. These necessities

are things that a man cannot do alone, for example, fighting a common enemy and of course it can also

be applied in building a house, office, bridge and other construction type. It is obvious to say that

people tend to do work as a group with the same sex as a belief that work can easily be done together,

with understanding and appreciation.

 In an article of Dr. Spencer Kagan (1998) it was mentioned that in the traditional classroom the

professor hopes for homogeneity. The greater the difference in ability levels of the students, the more

difficult the job of the mentor. In a very heterogeneous classroom the professor is faced with an

impossible dilemma: Should I teach to the high achieving students, but teach beyond the grasp of the

lows. Or should I teach to the lows, but fail to properly stimulate the highs?

Cooperative learning in contrast to this is based on the assumption of heterogeneity. If everyone on the

team had exactly the same ability level and information base, no one would have anything to learn

from each other. Heterogeneity in interaction produces learning: "Four heads are better than one" and

"None of us are as smart as all of us." It is difficult, however, when a heterogeneous teams first sits

down to work together. The high achiever looks across the team table at the lowest achiever in the

class and asks herself, "Do I really have to work with that dummy?" Meanwhile, the lower achiever is

eyeing the high achiever and thinking, "Oh no, I am stuck with that nerd as a teammate." It is for these

reasons that we have found teambuilding and classbuilding to be key elements for success in

collaborative learning. The teambuilding and classbuilding methods emphasize getting to know each

other and respecting individual differences. Collaborative learning is successful to the extent

teammates come to celebrate their diversity, to the extent they understand that in their diversity lays

their strength.

Time and how student manage it plays a factor in improving the learning outcomes of students.

According to an article by Katie Germin (2001), there are many good ways on how to manage your

time to determine one’s best time for studying: She mentioned that study times are to be done when

you have the best concentration, which is usually during, early in the morning or late in the evening.

Another is by setting priorities between your family or other responsibilities and your study. Planning

ahead is another way to manage your time. Lastly, make use of small blocks of time: An hour is ample
time to accomplish something useful, such as reviewing your notes after class. Knowing the best time

to study can maximize the amount of information that can be learned.

Physical distractions have the potential to dampen efforts to build an ideal learning experience.

According to encyclopedia Britannica, there are several environmental factors affecting

psychomotor skill. It is found out that below the limiting levels of extreme stress, such conditions

affect psychomotor performance to a greater extent that they affect psychomotor learning. These

include isolation and sensory deprivation that cause dramatic reductions in vigilance and monitoring

skills within an hour, oxygen deficiency slows reaction time, especially when the atmosphere

corresponds to altitudes of 20,000 feet or higher, upset daily sleep rhythms and lead to decrements in

watch keeping, memory, and procedural skills and faulty identifications of visual displays on an eye-

hand matching task have been produced in volunteer subjects exposed to controlled infectious diseases.

Other environmental stress variables found to exert negative influences are vibration, low illumination,

high atmospheric pressure, noise, glare, toxic gases, ionization, and subgravity. Certain drugs have

positive effects on psychomotor performance

According to Dan Boudreau (2002), President and CEO of Macrolink, the enviroment also

plays a role in setting the tone for study. An ideal learning enviroment must provide adequate

ventilation and comfort. Coffee shops are nowadays famous spots for students to meet up with their

study groups thus choosing the non-smoking area would be better environment for them. Even the

seats and tables that the students use, play a factor in the aspect of comfort. Crowded tables or hard

seats may have a negative effect on learning. It can be very agitating to have to clamor over other

learners or their stuff to get into one’s chair. Group activities seem to function best when each group

has ample space in which to operate. Ensure that the room also provides effective lighting. Ideally,

natural light is preferred as well as the ability to control the amount of light for different purposes

especially if the study group uses multimedia materials such as videos. Outside distractions should also

be limited thus closing classroom doors or windows are done to minimize noises coming from outside
activities. Healthy foods that energize learners can also be taken in consideration. Be aware of the

effect of different foods on the metabolism and consider this during the group study. A heavy meal

might create a serious lull in the energy flow if participants will be involved in less vigorous activities

following the said meal. A variety of snacks and beverages give participants the ability to eat and drink

as they feel the need.

CHAPTER III

METHODOLOGY

Research Design

The investigators utilized a retrospective, descriptive design to determine the factor that most

significantly contributed to the learning outcome of the students.

Sampling and Participants of the Study

The site of study was the University of the East Ramon Magsaysay Memorial Medical Center –

College of Nursing. The location was selected for its accessibility and convenience to the investigators

as well as to the sample population concerned. It was also preferred because of the evident connection

between the chosen topic and the sample in focus.

The population involved in the study was the Level IV nursing students of University of the

East Ramon Magsaysay, batch 2007. Sample population comprises 10% of the said population.

Convenience sampling was the chosen sampling method.

Total population of Level IV is 241. Sample population is 24 students all coming from Section

4B. Sample population was chosen because they are the ones available and have already taken up the

concept of Maladaptive Patterns of Behavior. They also took the concept at the same time, with the

same lecturer and with the same evaluation criteria thus lessening the errors brought about by these

extraneous variables.

Data Procedures

By the end of this study, the investigators have utilized about four months for this study. One

week was given to Problem identification and another two weeks for the review of related literature.

Two months has been utilized for the revision and approval by the preceptor of the research proposal.
Lastly, one month and one week has been used for data collection, data analysis with presentation and

summarization of findings with formulation of conclusion.

The investigators served as the manpower of the study. The group consists of eleven nursing

students, who also provided the resources needed for the research.

The resources that were used by the investigators were as follows:

1. printing of survey questionnaire, draft of collaborated data, research draft, final research

paper

2. photocopy of survey questionnaire, related literature

3. use of internet for communication as well as to provide additional sources for research

Data Collection

1. Method and Materials

The investigators made use of survey questionnaires.

2. Procedure

a. Preparation

1. Formulation of questions for survey

i. Formulation of questions were done right after the final

exam of the concept of Maladaptive Patterns of Behavior

ii. One week was provided for the formulation of questions

2. Acquisition of consent

i. This will be created in time with formulation of questions

for survey

b. Actual

a. One week was allotted for actual data collection.

c. Post-Data Collection
 a. Tabulation and organization of data had a time allotment of one week

b. Difficulties Encountered

1. Current schedule of sample population are not the same with each other

2. Lack of cooperation from sample population

Data Analysis

Data was categorized as follows:

a. Sample population was classified as whether or not they participated in a group study

b. Common grades (mode) attained by each group

 University of the East Ramon Magsaysay Memorial Medical Center
College of Nursing

Dear Respondents:

The fourth year nursing students of the University of the East Ramon Magsaysay Memorial Medical
Center - College of Nursing are currently doing a research entitled “Factors Affecting the
Effectiveness of a Group Study Approach to the Concept of Maladaptive Patterns of Behavior.”
We are interested in exploring how employing a group study approach would help in the learning
outcome of the students in the concept of Maladaptive Patterns of Behavior.

In view of this, we would like you to answer the following questionnaires that will be given based on
your experience in the area. The information gathered will surely be kept confidential.

Your participation is highly appreciated. Thank you for your cooperation.

Respectfully yours,

Margaret Fontanilla
Research Group Leader
UERMMMC – College of Nursing
BSN 4B
Group 8
__________________________________________________________________________________
Age:
Sex:

1. Do you study before an exam?

yes
no

2. How long do you study before an exam?

 1wk before an exam
 4-6 days before an exam
 2-3 days before an exam
 1 day before an exam
 hours before an exam

3. How many hours do you allot for studying?

 < hour
 1-2 hours
 3-4 hours
 5-6 hours
 > 6 hours
4. How do you prepare for an exam?
 studying alone
 studying with a group

(for those who answered “studying alone”, answer questions 5,6 only)
(for those who answered “studying with a group”, answer the following questions)

5. Did you pass the exam on maladaptive patterns of behavior?

 yes
 no

6. What grade did you get?

 1.00 – 1.75
 2.00
 2.25
 2.50
 2.75
 3.00
 4.00

7. Do you think that group study approach played a major role in the result of your oxygenation exam?
 yes
 no

8. If yes, how do you think did group study affect your grade?
 there was an exchange of information between the members of the group which facilitated easy
comprehension
 group members were motivated to study
 other (pls specify) ________________________

9. If no, why do you think that group study did not play a major role in the result of your exam?
 I was unable to concentrate
 the group discussion was too disorganized
 failure to catch up with the pace of the discussion
 other (please specify) ________________________

10. How many members were you studying with in your group study? (average number of members
for all group study sessions for the concept of maladaptive patterns only)
 3-4
 5-6
 >6

11. How many hours were spent in your group study? (average number of hours for all group study
sessions for the concept of maladaptive patterns only)
 < hour
 1-2 hours
 3-4 hours
 5-6 hours
 > 6 hours

12. How many times were you engage in a group study? (for the concept of maladaptive patterns only)
 1-2
 3-4
 5-6
>6

13. What is your total concept grade for the subject of maladaptive patterns of behavior?

14. What do you think are the reasons why students fail (check more than one)
 peers
 lack of motivation
 insufficient resource (teachers, studying material)
 family problems
 failure to comprehend
 schedule of exams

Health status. in this study, the term refers to the lifestyle of the embalmers specifically their smoking,
drinking and exercise. This was categorized into good (0-3) where the embalmers don’t smoke, drink
and exercise regularly, fair (4-5) where the embalmers smoke, drink and exercise regularly and poor (6
and above) where the embalmers smoke, drink and don’t exercise at all.