3 Content

OUR LADY OF LOURDES COLLEGE
5031 Gen. T. De Leon, Valenzuela City
CHAPTER I
PROBLEM AND ITS BACKGROUND
This chapter presents the information about the problem and
background of this study about the effects of doing group activities to
the academic performance in General Mathematics of grade 11
students in Our Lady of Lourdes College.
Introduction
Nowadays, the students always want to do their tasks by group
but there are always negative effects on that. Some of those negative
effects are they are going to missed deadlines by not completing their
tasks; their member will not contribute and conflict between members.
In studying, students need to develop their communication skills so
that they can boost their self confidence.
There are always a certain activity in school, an individual
activity and group activity. In this study, the researchers will
investigate the Effects of doing Group Activities to the Academic
Performance in General Mathematics of grade 11 students in Our Lady
of Lourdes College. The purpose of this research is to know the effects
of group activities to the academic performance of grade 11 students
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in General Mathematics. On the other hand, group activity can also
help the students to enhance their communication skills. In some
situations, students help each other; their time will spend on their task
to accomplish it on time. Working in group allows the students to be in
an interactive environment. At the other times, the students spend
their time on chatting and talking about the things that are not related
to their topic. Group work is not always a positive experience. This
study will help them to determine the effects of doing group activities.
It can also help them to know the good and bad effects in working by
group.
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Conceptual Framework of the Study
The objective of this research study is to evaluate the effects of
doing group activities to the academic performance of grade 11
students in General Mathematics in Our Lady of Lourdes College.
Figure 1 will show the conceptual framework of the study.
Input Process Output
1. What is the profile of Utilization of Effects of doing Group

the respondents as to:
questionnaires and Activities to the
1.1 Name (Optional)
1.2 Age survey sheets. Academic
1.3 Gender Performance in
1.4 Midterm Grade in General Mathematics
General Mathematics of Grade 11 Students
in Our Lady of
2. What are the effects of
doing group activities to Lourdes College
the academic performance
in General Mathematics of
grade 11 students?
2.1 Positive Effects
2.2 Negative Effects
3. Is there a significant
difference between the
effects of doing group
activities to the academic
performance of grade 11
students in General
Mathematics?
Figure 1.1 Paradigm of the Study
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Theoretical Framework of the Study
Toseland and Rivas (2011) define group work as a goal directed
activity aimed at accomplishing tasks. Members of the group have the
opportunity to share ideas, feelings, thoughts, beliefs, engage in
interactions and also share experiences. The group members develop
feelings of mutual interdependence and a sense of belonging. Martin
and Rogers (2014) define inter-disciplinary working as a team of
individuals with different professionals working collaboratively with a
shared understanding of goals, tasks and responsibilities. This
collaborative working is needed when the problems are complex, a
consensus decision is required and also when different competencies
are needed. According to Cheminais (2009), the approach to the
collaborative working requires clarity on roles, power, accountability
and strategic planning.
Salas et al. (2012) states that, group work was developed from
a philosophy of people working together for mutual gain and theories
later emerged to provide clarity regarding the dynamics of groups and
to provide an understanding of human behaviour.
In accordance to Connors and Caple (2010), group systems
theory provides an understanding and working with teams or groups in
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an organisation as it goes beyond a focus on the individual or
interpersonal exchanges. They suggested that, a group systems theory
is influenced by the interactions within the group and by the external
environment. All the group members influence group dynamics
however, the organisation in which the group work may impacts the
group work with its boundaries, power structures that make decisions
and the resources it allocates for group work. The environment
impacts the group and the group can impact the larger social
environment.
Statement of the Problem
This study aims to show the Effects of doing Group Activities to
the Academic Performance in General Mathematics of Grade 11
Students in Our Lady of Lourdes College.
Specifically, it aims to answer the following questions:
1. What is the profile of respondents as to:
1.1 Name (Optional):
1.2 Age:
1.3 Gender:
1.4 Midterm Grade in General Mathematics:
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2. What are the effects of doing group activities to the academic
performance in General Mathematics of grade 11 students?
3. Is there a significant difference between the effects of doing group
activities to the academic performance of grade 11 students in General
Mathematics?
Hypotheses
The following hypotheses will be tested:
Ho: There is no significant difference between the effects of
doing group activities to the academic performance of the grade 11
students who are taking General Mathematics.
Hi: There is significant difference between the effects of doing
group activities to the academic performance of grade 11 students
who are taking General Mathematics.
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Significance of the Study
This study about the Effects of doing Group Activities to the
Academic Performance in General Mathematics of grade 11 students in
Our Lady of Lourdes College can benefit the following people:
For the Students. Students will know the effects of group
activities and how will they apply this in their learning.
For the Teachers. This study will help the teachers in
determining the positive and negative effects of group activities and
what strategies will be utilized in giving school works.
For the Researchers. Researchers assume that the genuine
benefit of this study is the application of knowledge and inventions for
the benefit of humanities in the effects of doing group activities to the
academic performance of grade 11 students.
For the Future Researchers. This research will help the future
researchers to be conscious and well–educated. It will help them to be
a better analyst and it can be a help as a reference for more studies in
the near future.
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Scope and Delimitations of the Study
This study is focusing on the Effects of doing Group Activities to
the Academic Performance in General Mathematics of Grade 11
Students in Our Lady of Lourdes College.
However, this study requires 58 surveys from the respondents.
Qualification in choosing respondents will be the students from Grade
11 who are taking General Mathematics. Researchers will conduct this
study in Our Lady of Lourdes College Valenzuela City. To make this
study efficacious, researchers will utilize questionnaires and survey
sheets to collect information to make it relevant.
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Definition of Terms
The following terminologies will be used to describe and explain
the whole study itself:
Activity. The work of an individual or a group to achieve an aim.
Effects. The result of a particular influence; something that happens
because of something else.
Groupings. A set of people acting together with common interest or
purpose, especially within a larger organization.
General Mathematics. Is the study of topics such as quantity
(numbers), structure, space, and change.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows information about literature and studies of
Effects of doing Group Activities to the Academic Performance in
General Mathematics of Grade 11 Students in Our Lady of Lourdes
College. This chapter let the researchers to know about the literature
and studies of different authors that may involve in this research
study. The literature and studies that will be utilized in this research
will serve as a guideline for the information that is essential in this
study. Also, the studies will provide more elucidation about the said
topic.
Related Literature
The related literature will guide this study about the effects of
doing group activities to the academic performance in General
Mathematics.
Local Literature
Current education reforms promote student-centered instruction
that develops thinking, encourages active participation, and arouses
interest to explore concepts. In reality, these goals are rarely achieved
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because the classroom learning environment puts heavy premium on
lectures and class discussion. In an earlier study by Ferrer (2011) on
student-centered instruction in science, the elements of collaborative
learning, which include group participation; exploration, and choice,
were not regularly observed in teaching. This paper presents various
strategies used to address the inadequacy in the use of collaborative
learning in the classrooms. Twenty teacher candidates in the methods
practicum course and their students served as participants in this
study. Science was taught for six weeks using various
collaborative/cooperative learning strategies in the elementary schools
in Guam. A developed and validated group participation instrument
composed of 10 items was administered to the elementary students at
the end of the teaching period. The overall ratings from the evaluation
instrument indicate the teacher candidates‘ engagement of K-5
students in active collaborative learning. All the strategies used
obtained very high ratings for frequency of occurrence. The interaction
skills developed in these strategies enabled groups to function
effectively. The strategies used in this study broadly encompassed the
essence of learner-centeredness, which fundamentally emphasizes the
act of learning together. Some research studies found out that
collaborative learning actually increases the science achievement of
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students. This is yet to be proven in this study. Thus, the effect of
collaborative learning on student achievement is underway as part of a
broader study on collaborative learning.
Foreign Literature
According to Laal, Naseri, Laal & Kermanshahic (2013) examined
when groups of learners help each other, collaborative learning occurs.
Collaboration is a philosophy of interaction and personal lifestyle where
people are accountable for their actions, including learning and respect
the abilities and contributions of their peers. The advances in
technology and changes in the organizational infrastructure put an
increased emphasis on teamwork. Group members have to think
creatively, assess problems, and make decisions as a team. In all
situations where people come together in groups, it suggests a way of
dealing with people that respects and highlights individual group
members' abilities and contributions. Application of learning in
collaboration, can lead to many advantages. This article seeks to
describe the potential advantages of learning in collaboration.
Many instructors from disciplines across the university use group
work to enhance their students’ learning. Whether the goal is to
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increase student understanding of content, to build particular
transferable skills, or some combination of the two, instructors often
turn to small group work to capitalize on the benefits of peer-to-peer
instruction. This type of group work is formally termed cooperative
learning, and is defined as the instructional use of small groups to
promote students working together to maximize their own and each
other’s learning (Johnson, et al., 2009).
Cooperative learning is characterized by positive
interdependence, where students perceive that better performance by
individuals produces better performance by the entire group (Johnson,
et al., 2014). It can be formal or informal, but often involves specific
instructor intervention to maximize student interaction and learning. It
is infinitely adaptable; working in small and large classes and across
disciplines, and can be one of the most effective teaching approaches
available to college instructors.
Cooperative learning follows this idea as groups work together to
learn or solve a problem, with each individual responsible for
understanding all aspects. The small groups are essential to this
process because students are able to both be heard and to hear their
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peers, while in a traditional classroom setting students may spend
more time listening to what the instructor says.
Cooperative learning uses both goal interdependence and
resource interdependence to ensure interaction and communication
among group members. Changing the role of the instructor from
lecturing to facilitating the groups helps foster this social environment
for students to learn through interaction.
Related Studies
These related studies will affect the effects of doing group
activities to the academic performance in General Mathematics.
Local Studies
According to Scott (2014), collaborative learning not only pools
everyone's resources but also promote engagement in the lesson or
activity. Surely, there are benefits in running a laboratory course
where every single work has to be individual, but there are likewise
advantages in group work. Even in cutting-edge research, no one
really works like an island. Research groups have regular meetings to
discuss progress as well as challenges. In a General Chemistry class,
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seeing students working through problems at the end of a chapter
means that learning is not confined inside a classroom. It goes beyond
and students can really learn from each other. Collaborative learning,
however, does not happen without effort. It is not magic. After all, our
physical chemistry professor was not working with a class who were
strangers to each other. My classmates and I have know each other
for years since we were simply a small group at the Ateneo tucked
away in a building just for chemistry. Group work came naturally.
Group reporting is a form of cooperative learning. Here, students
are responsible for their own learning and for helping others learn. As
a form of cooperative learning technique, it maximizes on the diversity
of the people who are part of the group to foster dynamic and creative
learning.
Foreign Studies
Group work is used as a means for learning at all levels in most
educational systems, from compulsory education to higher education.
The overarching purpose of group work in educational practice is to
serve as an incentive for learning. For example, it is believed that the
students involved in the group activity should “learn something.” This
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prerequisite has influenced previous research to predominantly focus
on how to increase efficiency in group work and how to understand
why some group work turns out favorably and other group work
sessions result in the opposite. The review of previous research shows
that in the 20th century, there has been an increase in research about
students’ cooperation in the classroom (Lou et al., 2012; Gillies and
Boyle, 2010, 2011). This increasing interest can be traced back to the
fact that both researchers and teachers have become aware of the
positive effects that collaboration might have on students’ ability to
learn. The main concern in the research area has been on how
interaction and cooperation among students influence learning and
problem solving in groups (Hammar Chiriac, 2011a,b).
At the present time, there is strong scientific support for the
benefits of students learning and working in groups. In addition, the
research shows that collaborative work promotes both academic
achievement and collaborative abilities (Johnson and Johnson, 2013;
Baines et al., 2009; Gillies and Boyle, 2010, 2011). According to Gillies
and Boyle (2011), the benefits are consistent irrespective of age (pre-
school to college) and/or curriculum. When working interactively with
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others, students learns to inquire, share ideas, clarify differences,
problem-solve, and construct new understandings.
Dees (2011) determined the effects of cooperative learning on
mathematical problem solving ability by comparing students in four
sections of a laboratory portion of a remedial algebra and geometry
course at a commuter university. Students who participated in
cooperative learning had significantly better improvements in their
ability to solve algebra word problems and write geometry proofs.
David Johnson, Roger Johnson, and Karl Smith performed a
meta-analysis of 168 studies comparing cooperative learning to
competitive learning and individualistic learning in college students
(Johnson et al., 2010). They found that cooperative learning produced
greater academic achievement than both competitive learning and
individualistic learning across the studies, exhibiting a mean
weighted effect size of 0.54 when comparing cooperation and
competition and 0.51 when comparing cooperation and individualistic
learning. In essence, these results indicate that cooperative learning
increases student academic performance by approximately one-half of
a standard deviation when compared to non-cooperative learning
models, an effect that is considered moderate. Importantly, the
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academic achievement measures were defined in each study, and
ranged from lower-level cognitive tasks (e.g., knowledge acquisition
and retention) to higher level cognitive activity (e.g., creative problem
solving), and from verbal tasks to mathematical tasks to procedural
tasks. The meta-analysis also showed substantial effects on other
metrics, including self-esteem and positive attitudes about learning.
George Kuh and colleagues also conclude that cooperative group
learning promotes student engagement and academic performance
(Kuh et al., 2009).
Synthesis of Related Literature and Studies
Although there are very few articles that talks about the level of
effectiveness of doing group activities and individual activities, the
literature and studies give an answer that are used to enlighten the
subject.
Further studies can be done to determine how much or how less
of the course should be done in group reporting format. In addition,
studies can be done to determine links between the diversity within
groups to their response and performance. Students can explicitly
state their levels of knowledge and grouping can be made based on
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those levels instead of grouping based on location. In relation to that,
studies can also be conducted to determine which among grouping
based on location, grouping based on knowledge level, or grouping
based on other factors are more effective for online settings.
Furthermore, research to look into variations with respect to the
technology used for reporting and its suitability to a given course are
also recommended.
There are many ways on how to test the effects of doing group
Mathematics. Those ways can be helpful and utilized by some future
researchers and students in evaluating the effects of group activities in
terms of their academic performance. The literature and studies that
are used in this study are very helpful. Researchers like to express
their gratitude to those former researchers that gave answers to those
questions that researchers are looking for.
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CHAPTER III
RESEARCH DESIGN AND RESEARCH METHODOLOGY
This chapter provides a summary of research methods that were
followed in this study. It gives information on the respondents, that is,
the criteria for enclosure in the study, who the respondents were and
how they were sampled. This study depicts the research design that
was chosen for the objective of this study and the reasons for this
choice. The instrument that was used for data collection is also
described and the procedures that were complying to carry out this
study are included. Lastly, the researchers also discuss the methods
used to analyse the data.
Research Design
The research design that will utilize in this research study is
causal-comparative. According to Maheshwari (2018), causal-
comparative is an attempt to identify a causative relationship between
an independent variable and a dependent variable. The relationship
between the independent variable and dependent variable is usually a
suggested relationship (not proven) because you the researcher do not
have complete control over the independent variable. Researchers
utilized this kind of research design to show the relationship of group
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Mathematics.
Research Locale
The study will be conducted in Our Lady of Lourdes College
Valenzuela City. The Our Lady of Lourdes College is a privately owned
and managed educational institution. As originally conceived by Mr.
and Mrs. Alfredo Demetillo it continues to be service oriented in
fulfilling its mission to serve the growing population of Valenzuela City
and the neighbouring communities. “ollc.edu.ph, 2016”.
Samples and Sampling Technique Used
This quantitative study will utilize simple random sampling.
According to Hayes (2019), a simple random sample is a subset of a
statistical population in which each member of the subset has an equal
probability of being chosen. A simple random sample is meant to be an
unbiased representation of a group. Moreover, this kind of sampling
will be used to gather the result that is needed in this research study.
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Instrumentation
This research study uses interview and questionnaires in
structured form to collect information from the respondents and also
to know their different point of views.
These are the following questions in the questionnaire to be
answered by the respondents:
Name (Optional):
Age: Midterm Grade in
Gender: General Mathematics:
Positive SA A D SD
1. Group activities can improve the learning of a

student in General Mathematics.
2. Group activities can help me making my work

easy.
3. We can afford the expenses when having group

activities.
4. My co-members cooperate when we have

group work in General Mathematics.
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5. Socializing with my friends in doing group

activities can have a good impact to my academic
performance in General Mathematics.
6. Group activities can boost my self-confidence
in solving because we are cooperating with each
other.
7. Through group work, students have more
opportunities to express their deeper
mathematical understanding.
8. Group activities help me to improve my
analytical thinking skills.
9. Group activities can develop my logical

thinking skills.
10. Group activities can enhance my critical

thinking skills.
Negative SA A D SD
1. Doing group activities is the reason why I have

low scores in General Mathematics.
2. Group activities can cause financial problem to

the students.
3. Doing group activities can distract other

groups.
4. Group activities can make the students lazy.
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5. General Mathematics is a difficult subject

because my co-members didn’t participate.
6. Group activities can lead every member to

misunderstandings.
7. Doing group activities can make the members

rely to their leaders.
8. Members only rely to their co-members who

are good in General Mathematics.
9. My co-members cannot contribute ideas

especially when it comes to solving.
10. In group activities, my co-members only

spend their time chatting and talking that are not
related in General Mathematics.
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Data Gathering Procedure
This study will have four procedures to follow that may be
helpful to gather and collect information and data.
First, the researchers requested an approval to the principal of High School

Department. This permission will certify that the researchers are allowed to conduct
a survey in able to gather and collect data that is needed in this study.
Second, the researchers distributed the questionnaires and survey sheets to

accumulate the information from the respondents.
Third, researchers will arranged and examined the collected information and data
from the respondents.
Finally, this study asserted the result of analysis, conclusions, findings and
recommendations.
The answers of the respondents will be confidential and their
identity will be hidden in public. Furthermore, the respondents will be
helpful to this study. This will help the researchers to gather data and
information about this quantitative study and can help to continue this
research for the next generation of future researchers about the
selected topic.
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Statistical Treatment of Data
To elucidate the data effectively, the researchers will utilize the
following statistical treatments:
1. Percentage
This will employ to determine the frequency counts and
percentage distribution of personal related variables of the
respondents.
𝐹
Formula:% = 𝑁X100
% is the percentage
F is the Frequency
N is the total number of respondents
100 is a constant values
2. Average Weighted Mean
This will be utilized to find out the assessment of the
respondents with regards to their personal profiles.
𝐹𝑥
Formula:𝑋 = 𝑁
X is the weighted mean
F is the frequency
X is the weight of each item
N is the number of cases

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3. Analysis of Variance (One Way ANOVA)
This will be helpful in making comparisons of two or more means
which enables a researcher to draw various results and outcomes
about two or more sets of data.
4. Likert Scale
This quantitative study will utilize the likert scale in the analysis
of the effects of doing group activities to the academic performance in
General Mathematics of grade 11 students in Our Lady of Lourdes
College.
The scale used in interpreting the positive and negative effects
of doing group activities to the academic performance of grade 11
students in General Mathematics.
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Scale Scale Interval Interpretation
4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the summary of the collected data and
gathered information from the respondents. This aims to provide
explanations and analysis about the attained information through
presentation, analysis and interpretation of data.
Data gathered from the questionnaires are the profile of
respondents with respect to their age, gender and midterm grade in
General Mathematics. The data is organized in tabular form and the
problems were treated and discussed in the manner that were
presented in the statement of the problem for the direct reference,
appropriate analysis and interpretation.
Profile of the Respondents
1.2 Age. The age distribution of respondents is shown in the
table below.
Age Frequency Percent
15 1 1.5%
16 37 64%
17 16 28%
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18 3 5%
19 1 1.5%
Total 58 100%
The range of the ages of the respondents is from 15-19. From 58
respondents, 1.5% are 15 years old; 64% are 16 years old; 28% are
17 years old; 5% are 18 years old and 1.5% are 19 years old.
1.3 Gender. Table presents the profile of respondents with
respect to their gender.
Gender Frequency Percent
Male 22 38%
Female 36 62%
Total 58 100%
Table shows that 38% were male respondents and 62% from the
respondents were female with the total of 100%. The table shows that
the number of female respondents is greater than the number of male
respondents which indicate that the most of the respondents of this
research study are female.
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1.4 Midterm Grade in General Mathematics. The midterm
grade of grade 11 students in General Mathematics is shown in the
table below.
Midterm Grade Frequency Distribution
76 1 1.7%
78 1 1.7%
79 3 5.2%
80 1 1.7%
81 2 3.4%
82 7 12.1%
83 10 17.2%
84 3 5.2%
85 15 25.9%
86 3 5.2%
87 3 5.2%
88 2 3.4%
89 2 3.4%
90 3 5.2%
91 2 3.4%
Total 58 100%
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2. Positive and Negative Effects of doing Group Activities to the
Academic Performance
Variables Weighted Interpretation

Mean
1. Group activities can improve the 3.24 Agree
learning of a student in General
Mathematics.
2. Group activities can help me making my 3.25 Agree
work easy.
3. We can afford the expenses when 3.22 Agree
having group activities.
4. My co-members cooperate when we 2.78 Agree
have group work in General Mathematics.
5. Socializing with my friends in doing 3.31 Strongly Agree
group activities can have a good impact to
my academic performance in General
Mathematics.
6. Group activities can boost my self- 3.43 Strongly Agree
confidence in solving because we are
cooperating with each other.
7. Through group work, students have 3.21 Agree
more opportunities to express their deeper
mathematical understanding.
8. Group activities help me to improve my 3.28 Strongly Agree
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analytical thinking skills.

9. Group activities can develop my logical 3.90 Strongly Agree
thinking skills.
10. Group activities can enhance my 3.16 Agree
critical thinking skills.
Grand Weighted Mean 3.28 Strongly Agree
The positive effects of doing group activities to the academic
performance shows that the grand weighted mean is 3.28 with the
interpretation of strongly agree for some of the respondents answered
agree and strongly agree in the given variable.
Variables Weighted Interpretation

Mean
1. Doing group activities is the reason why 2.05 Disagree
I have low scores in General Mathematics.
2. Group activities can cause financial 2.90 Agree
problem to the students.
3. Doing group activities can distract other 2.31 Disagree
groups.
4. Group activities can make the students 2.60 Agree
lazy.
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5. General Mathematics is a difficult 2.90 Agree

subject because my co-members didn’t
participate.
6. Group activities can lead every member 2.80 Agree
to misunderstandings.
7. Doing group activities can make the 3.14 Agree
members rely to their leaders.
8. Members only rely to their co-members 3.05 Agree
who are good in General Mathematics.
9. My co-members cannot contribute ideas 2.26 Disagree
especially when it comes to solving.
10. In group activities, my co-members 3.12 Agree
only spend their time chatting and talking
that are not related in General
Mathematics.
Grand Weighted Mean 2.71 Agree
The negative effects of doing group activities to the academic
performance shows that the grand weighted mean is 2.71 with the
interpretation of agree for some of the respondents answered disagree
and agree in the given variable.
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3. Significant difference between the effects of doing group
activities to the academic performance of grade 11 students in
General Mathematics:
Source of Variation SS df MS F P-value F crit

Between Groups 190576.9245 1 190576.9245 36483.70473 1E-144 3.92433
Within Groups 595.4924138 114 5.223617665
Total 191172.4169 115
SS df MS F Remarks Decision
Between Groups 190576.9245 1 190576.9245 36483.70473 Reject Significant
Within Groups 595.4924138 114 5.223617665
Total 191172.4169 115
Table shows that since the F ratio is 36483.70 is greater than
the critical value which is 3.92, then the researchers decided to reject
the null hypothesis. Therefore, there is significant difference between
the effects of doing group activities to the academic performance of
grade 11 students in General Mathematics.
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CHAPTER V
SUMMARY OF FINDINGS,
CONCLUSION AND RECOMMENDATION
This chapter consists of summary, findings, conclusion and
recommendation of the study. The purpose of this study is to find out
the effects of doing group activities to the academic performance in
General Mathematics of grade 11 students. To fulfil this study, several
steps are made to come up with a findings and conclusions.
Summary of Findings
The researchers study was conducted in Our Lady of Lourdes
College in the year of 2019. The study of the researcher was
conducted to know The Effects of Doing Group Activities to the
Academic Performance in General Mathematics of Grade 11 Students
in Our Lady of Lourdes College.
The following hypothesis was tested at critical value of 3.92 with
significant difference of the effects of doing group activities to the
academic performance of grade 11 students.
The researchers were revealed the positive and negative effects
of doing group activities to the academic performance in General
36
Mathematics of grade 11 students. Moreover, there were 58
respondents participated in the said study. There were 36 female
respondents and 22 male respondents.
This quantitative study used questionnaires and survey sheets as
instrument to obtained information that is needed in this research
study. The questionnaires were divided into two parts. Part (1) is the
positive effects of doing group activities and part (2) is the negative
effects of doing group activities.
After the researchers gave the questionnaires and answered by
the respondents, the researchers tallied, analyzed, tabulated and
interpret the collected data to get the information that they need. In
additions, the researchers used statistical tools to solve the data.
Findings
This chapter revealed the following findings:
1. Profile of the Respondents
1.1 Age. The range of the ages 16-17 years old has the greatest
number of respondents.
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1.2 Gender. The total of the researcher’s respondents is 58 with
the total of 100%. 36 are female respondents with the percent of 62%
and 22 are male respondents with the percent of 38%.
1.3 Midterm grade in General Mathematics. Most of the
midterm grades in General Mathematics of grade 11 students were 82,
83, and 85.
2. The effects of doing group activities to the academic
performance of grade 11 students in General Mathematics.
2.1 Positive effects
The statement in the part (1) of the questionnaires “Group
activities can develop my logical thinking skills” has a weighted mean
of 3.90 with the interpretation of strongly agree. Therefore, the
subject General Mathematics can develop every student’s logical
thinking skills especially in doing group activities.
The statement in the part (2) of the questionnaires “Doing
group activities can make the members rely to their leaders” has a
weighted mean of 3.14 with the interpretation of agree. Therefore,
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doing group activities in General Mathematics has a negative effect
because they only rely to their leaders.
3. The significant difference between doing group activities to
the academic performance of grade 11 students in General
Mathematics.
Since the F ratio is greater than the critical value, the
researchers decided to reject the null hypothesis. Therefore, there is
significant difference between the effects of doing group activities to
the academic performance of grade 11 students in General
Mathematics.
Conclusion
This chapter shows the researchers conclusion and this chapter
will be the answer to the statement of the problem of this study.
1. The male respondents were 22 and the female respondents were
36. And the ranges of the age of Grade 11 students were 16-17 years
old. The midterm grades of grade 11 students in General Mathematics
were mostly 82, 83, and 85.
39
2. The positive effects of doing group activities to the academic
performance of grade 11 students has a grand weighted mean of 3.28
with the result of strongly agree. The negative effects of doing group
activities to the academic performance of grade 11 students has a
grand weighted mean of 2.71 with the result of agree.
3. There is significant difference between doing group activities to the
academic performance of grade 11 students in General Mathematics.
Recommendation
Based on the findings and conclusion of the study, the following
are recommended:
1. Students should be aware to the effects of group activities to their
academic performance and be mature on the way of thinking.
2. Teachers should give a kind of activity which is good for the
students in terms to their academic performance and what strategy
they will utilize in giving school works.
40
3. Researchers should assume that the genuine benefit of the effects
of group activities to the academic performance of grade 11 students
is to apply knowledge and inventions for the benefits of the students.
4. Future researchers should utilized and continue this study to be a
better analyst.
41
Bibliography/References (Cited List)
Collaborative Learning. (2014). Collaborative Learning.
Retrieved from:
https://www.philippinesbasiceducation.us/2014/08/collaborative
-learning.html
What do we achieve from Learning in Collaboration? (2013). What do
we achieve from Learning in Collaboration?
Retrieved from:
https://www.researchgate.net/publication/259081649_What_do
_we_Achieve_from_Learning_in_Collaboration
Ferrer, L. (2011). Collaborative Learning: An Essential Element in
Student-Centered Instruction.
Retrieved from: https://ejournals.ph/article.php?id=2410
Theories in Group Work. (2017). Theories in Group Work.
Retrieved from: https://buyessayclub.org/2017/09/28/theories-
in-group-work/
42
Macgowan, M. (2009). Group Work.
Retrieved from:
https://www.oxfordbibliographies.com/view/document/obo-
9780195389678/obo-9780195389678-0030.xml
Psychol, F. (2014). Group Work as an Incentive for Learning –
Students’ Experiences of Group Work.
Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4046684/
Crisanto, MAL. (2018). Group Reporting as a Tool to Enhance the
Quality of Courses: The Response of Database Students to Online
Cooperative Learning.
Retrieved from:
https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-
01-2018-0006/full/html#sec001
43
Brame, C.J. and Biel, R. (2015). Setting up and facilitating group
work: Using cooperative learning groups effectively.
Retrieved from:
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-
facilitating-group-work-using-cooperative-learning-groups-
effectively/
44

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OUR LADY OF LOURDES COLLEGE

5031 Gen. T. De Leon, Valenzuela City

PROBLEM AND ITS BACKGROUND

This chapter presents the information about the problem and

background of this study about the effects of doing group activities to

the academic performance in General Mathematics of grade 11

students in Our Lady of Lourdes College.

Nowadays, the students always want to do their tasks by group

In studying, students need to develop their communication skills so

that they can boost their self confidence.

There are always a certain activity in school, an individual

activity and group activity. In this study, the researchers will

investigate the Effects of doing Group Activities to the Academic

Performance in General Mathematics of grade 11 students in Our Lady

of Lourdes College. The purpose of this research is to know the effects

of group activities to the academic performance of grade 11 students

5031 Gen. T. De Leon, Valenzuela City

in General Mathematics. On the other hand, group activity can also

help the students to enhance their communication skills. In some

to accomplish it on time. Working in group allows the students to be in

an interactive environment. At the other times, the students spend

to their topic. Group work is not always a positive experience. This

5031 Gen. T. De Leon, Valenzuela City

Conceptual Framework of the Study

The objective of this research study is to evaluate the effects of

doing group activities to the academic performance of grade 11

students in General Mathematics in Our Lady of Lourdes College.

Figure 1 will show the conceptual framework of the study.

Input Process Output

1. What is the profile of Utilization of Effects of doing Group

Figure 1.1 Paradigm of the Study

5031 Gen. T. De Leon, Valenzuela City

Theoretical Framework of the Study

Toseland and Rivas (2011) define group work as a goal directed

activity aimed at accomplishing tasks. Members of the group have the

opportunity to share ideas, feelings, thoughts, beliefs, engage in

interactions and also share experiences. The group members develop

feelings of mutual interdependence and a sense of belonging. Martin

and Rogers (2014) define inter-disciplinary working as a team of

individuals with different professionals working collaboratively with a

shared understanding of goals, tasks and responsibilities. This

collaborative working is needed when the problems are complex, a

consensus decision is required and also when different competencies

are needed. According to Cheminais (2009), the approach to the

collaborative working requires clarity on roles, power, accountability

and strategic planning.

a philosophy of people working together for mutual gain and theories

later emerged to provide clarity regarding the dynamics of groups and

to provide an understanding of human behaviour.

In accordance to Connors and Caple (2010), group systems

theory provides an understanding and working with teams or groups in

5031 Gen. T. De Leon, Valenzuela City

an organisation as it goes beyond a focus on the individual or

interpersonal exchanges. They suggested that, a group systems theory

is influenced by the interactions within the group and by the external

environment. All the group members influence group dynamics

and the resources it allocates for group work. The environment

Statement of the Problem

This study aims to show the Effects of doing Group Activities to

the Academic Performance in General Mathematics of Grade 11

Students in Our Lady of Lourdes College.

Specifically, it aims to answer the following questions: