University of Southeastern Philippines

College of Education
Bo. Obrero Davao City

In Partial Fulfillment
Of the Course Requirement for the Subject
ECE 225- Teaching Strategies and Classroom Management

Presented to:
PROFESSOR ADORA ZERRUDO
Subject Professor

Presented by:

Azucena, Cherry G.

December 2017

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 COOPERATIVE LEARNING ACTIVITY IN ENHANCING

THIRD GRADER’S CLASS PARTICIPATION

___________________________________

A Classroom Action Research Presented to the Faculty

Of the COLLEGE OF EDUCATION

University of Southeastern Philippines

Davao City

____________________________________

In Partial Fulfillment of the Requirements for ECE- 225

___________________________________

Presented by:

Azucena, Cherry G.

December 2017

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 ACKNOWLEDGEMENT

A research project like this is never the work of anyone alone. The author of this
output would like to express her gratitude to those people who contributed upon making
this portfolio.

Foremost, I would like to extend my appreciation to Saint Peter’s College of Toril

which served as my second home in the current service of my profession.

I would like to express my heartfelt gratitude to Ms. Evamy Escol, School Principal,
who allowed me to conduct my research under her umbrella. Without her support I will
not be able to proceed with my research.

To my Faculty Teachers, who gave their supports and constructive criticisms that
built me to become an effective teacher to my students. For their patience and
considerations whenever I commit mistakes and whenever I failed to reached their
expectations.

Foremost, I would like to express my sincere gratitude to my advisor Professor

Adora Zerrudo for the continuous support, for her patience, motivation, enthusiasm,
and immense knowledge. Her guidance helped me in all the time of research.

To my beloved students who made my life miserable but still they made me realized
how much I loved this profession and how much they love me.

To my friends and family who have given their full support upon making this
research. I would like to thank my parents for their unconditional support, both
financially and emotionally throughout my career. In particular, the patience and
understanding shown by my mother, father and sisters during the honors year is greatly
appreciated.

Above all, I would like to unleash my heartfelt gratitude to God who helped me
complete my research as He gave me strength and courage to finish this output—for
His guidance and wisdom upon making in this research.
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 TABLE OF CONTENTS

TITLE PAGE-------------------------------------------------------------------------------------------- 2
ACKNOWLEDGEMENT----------------------------------------------------------------------------- 3
TABLE OF CONTENT------------------------------------------------------------------------------- 4
ABSTRACT----------------------------------------------------------------------------------------------- 5

CHAPTER I
Introduction
 Review of Related Literature------------------------------------------------------- 6-9
 Rationale--------------------------------------------------------------------------------- 10
 Objectives-------------------------------------------------------------------------------- 10
 Research Questions--------------------------------------------------------------------- 11

CHAPTER II
Methodology
 Research Design------------------------------------------------------------------------- 11
 Respondents------------------------------------------------------------------------------ 12
 Data Gathering Procedure------------------------------------------------------------ 12
 Data Analysis---------------------------------------------------------------------------- 13

CHAPTER III
Results and Discussion
 Results and Discussion-------------------------------------------------------------- 14-19
CHAPTER IV

Summary of the Findings-------------------------------------------------------------------- 19

Conclusions----------------------------------------------------------------------------------- 20-24

Recommendation----------------------------------------------------------------------------- 20-24

References-------------------------------------------------------------------------------------- 25

Appendices------------------------------------------------------------------------------------- 26

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Abstract

The common classroom problem that the researchers observed during learning
activities, oral recitation and other extra-curricular activities is students’ lack of
participation. Most of the students depend to those members of the group who have
higher intellectual capacities and the assertiveness during group activities.

To address this problem, the researchers come up with an instructional method

that utilizes group work to structure classroom interaction which is called the
Cooperative Learning. Furthermore, under the cooperative learning is the method where
heads are numbered together, which means that each student holds accountable in
learning the material. Students are placed in groups and each person is given a number
from one to the maximum number in each group. The teacher poses a question, and
then students put their heads together to figure out the answer. The teacher calls a
specific number to serve as the spokesperson of the group.

By having students work together in a group, this method ensures that the entire
member knows the answer to a certain problems or questions asked by the teacher,
because no one knows which number will be called, thus all team members must be
prepared.

The application of the Cooperative Learning method enhances student’s positive

interdependence, individual accountability, face-to-face interaction, interpersonal skills,
and group processing

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Introduction

Review of Related Literature

According to Lin, cooperative learning is defined as “an instructional method” in

which student’s work in small groups to accomplish a common learning goal under the
guidance of a teacher. (Emily Lin, 2006).

Cooperative learning promotes better relationships among students with special

needs and varying races and ethnicities (Johnson and Johnson 1999).

Humans learn best when they collaborate with others and actively process
personally meaningful information. Surveying the research on innovative teaching
practices that lead to higher student achievement, researchers concluded that the
cooperative learning model was ranked first in teaching approaches that promote
greater higher-order thinking, problem solving, and achievement (Joyce, Showers, and
Rolheiser-Bennett 1987). 

Cooperative learning promotes student involvement and engagement. Research

often shows that for true learning to occur, students must take responsibility for their
own learning and not depend solely on the teacher. The use of cooperative learning
supports this outcome and provides all students with public opportunities to make their
thoughts visible to others by allowing them to talk about and consider their own as ideas
as well as those of others (Chin and Brown 2000; Jones and Carter 1998; Kagan 1994;
Wood 1992).

Cooperative learning groups, students learn how to interact with their peers and
increase involvement with the school community. Positive interactions do not always
occur naturally and social skills instruction must precede and concur with the
cooperative learning strategies. Social skills encompass communicating, building and
maintaining trust, providing leadership, and managing conflicts (Goodwin 1999). 

Cooperative learning teaches the student how to get along, furthermore it

teaches them how to work together in groups so that they are capable of understanding
the content (Vermitte et al., 2004)
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 Students learn by taking active role in the classroom (Bermejo, 2005)

Cooperative learning activities instill in learners important behaviours that

prepare them to reason and perform in an adult world. (Adams and Hamm ,1996 :
Marzano , Pickering and Pollock ,2001)

Cooperative learning is important in helping learners acquire from the curriculum

the basic cooperative attitudes and values they need to think independently inside and
outside the classroom. (Borich,2004)

Academic achievements of students have been found to be enhanced by the use

of cooperative learning. (Lampe, Rooze and Tallent-Runnels ,1998)

Cooperative learning activity engages student in the learning process and seeks
to improve the critical thinking, reasoning and problem solving skills of the learners.
(Webb,Tropper and Fall, 1995)

Cooperative learning strategy, when used appropriately, can enable the students
to move beyond the text, memorization of basic facts, and the learning lower level
skills.This methods which results in cognitive restructuring leads to an increase in
understanding of all students in a cooperative group. (Stahl and Vansickel , 1992)

Each cooperative learning group should be carefully selected by the teacher so

that aheterogeneous structure allows each student to bring his or her strengths to the
group effort. (Beth Lewis, 2014)

Cooperative learning is an effective way for students to learn and process

information quickly with the help of others. The goal of using this strategy is for students
to work together to achieve a common goal (Janelle Cox, 2014)

Robert Slavin found out in cooperative learning that overall 61% of the
cooperative-learning classes achieved significantly higher test scores than the
traditional classes (Robert Slavin, 1991).

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 Group work is becoming more and more important with the demand for higher
order thinking skill in the 21st century job market. (Bemejo, 2005)

Cooperative learning as a concept based on group work in which the learners are
responsible for others’ learning as well as their own learning. A major feature of
cooperative learning is that it involves learner-to-learner interaction in the process of
fostering successful learning. Constantopoulos (1994:251) and Northern Province
Department of Education (2001:18)

Cooperative learning is the convenient way to support the construction of

individual knowledge of the members in a variety of ways. When learners are required
to explain, elaborate, or defend their position, they construct a deep understanding
because they have to evaluate, integrate, and elaborate upon their existing knowledge.
(Roth and Roychoudhury, 1993:143)

Cooperative learning creates a classroom learning environment which

contributes to the positive perception pupils have towards social and cognitive aspects
of the learning process, since learners are able to make more friends and practice more
helping behaviour. They hold that cooperative learning creates a classroom
environment in which learners listen to each other, develop love for peers, exchange
ideas and be on task most of the time. Learners learn to cooperate and cooperate to
learn. (Hertz-Lazarowitz, Baird and Lazarowitz, 1994:70 and Wise, 1996:338)

Cooperative learning is responsive to young adolescent needs. Several useful

models of cooperative learning should be a part of the teaching repertoire of the middle
level educator. Some of the models are especially useful and supportive of moving
beyond the separate subject approach to curriculum. Development of group skills is
recognized as of growing importance to help young adolescents grow in both small
group and cooperative learning groups, so use of these cooperative learning is
optimized in the classroom. (Dr. Tom LoGuidice)

Cooperative learning tasks describe as intellectually demanding, creative, open-

ended, and involve higher order thinking tasks. (Ross and Smyth, 1995)

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 The cooperative atmosphere of working in a small group may help develop
“affective bonds” among students are greatly motivated them to work together. (Lie,
1992)

The concept of learning autonomy promoting learning autonomy means that

learners had a role in planning, controlling, and evaluating their own learning. Group
activities supply one means of moving students away from dependence on teachers.
(Wenden, 1991)

Inspite of all those benefits, cooperative learning has not been widely used. Many
teachers and students tried group activities and gave up for many reasons such as
noisy class, students being off – task, an equal participation and unfair contribution in
the group. Actually, these problems do not need to arise if teachers can distinguish
cooperative learning from traditional group activities. In traditional group activities,
students are given a task and asked to work on it in groups without any attention paid to
group processing and task structure. Whereas, in cooperative learning, teachers
carefully plan, prepare, monitor and facilitate the activities for maximum group
effectiveness. (Jacobs, 1996)

There are five basic and essential elements of cooperative learning. The first
essential element involves positive interdependence- which is only observed when
students fully participate and put forth effort in their group. The second essential
element is known as face to face interaction- this element involves students interacting
with other group members and the general promotion of the group’s success. The third
element involves individual and group accountability- this means that each student must
demonstrate mastery of the content being studied, and each student is held
accountable for their learning and work by the rest of the group. The fourth element that
is essential in ensuring the success of cooperative learning is the use of social skills.
These skills include leadership, decision-making, trust-building, communication and
conflict-management skills. The final element essential for cooperative learning is
“group processing”-meaning that every so often the group needs to evaluate itself and

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its members and decide how to more effectively work as a team. (Brown &Ciuffetelli
Parker, 2009 and Siltala, 2010)

Rationale

Cooperative learning refers to the instructional method that utilizes group work to
structure classroom interaction. It is based on the principles of positive
interdependence, individual accountability, face-to-face interaction, interpersonal skills,
and group processing as a means to achieve individual and group goals. It is an
arrangement whereby learners work together in small groups and rewarded for their
collective cooperation. This technique places students to help one another in the
learning process by working together in a heterogeneous group in which the success of
each member depends on the other member’s performances [ CITATION Cap04 \l 1033 ].
The classroom setting in schools for the past few years were effective but the
researchers observed that some of the students were not motivated to cooperate in
classroom group activities. Some are just sleeping inside the classroom, hesitant to
participate and their presence was there but not actually learning.

The researchers believed that using cooperative learning, specifically, the

method of numbered heads together would enhance the fifth graders’ class
participation.

This research aims to improve student’s classroom participation through cooperative

learning technique.

Objectives:

 To determine the performance of the pupils with the use of cooperative learning
strategy.
 To know the performance of the pupils during learning activities, oral recitation,
and other extra-curricular activities by means of questionnaire.
 To state the implication of cooperative strategy and activities in the process of
learning.

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Research Questions:

1. What is the implication of applying Number Heads Together in Cooperative

Learning Strategy?
2. What is the improvement being observed when the pupils were categorized to:
above, average, and below average?
3. How did Cooperative Learning Strategy helps enhance the Grade 3 pupils
participation?

Statement of the Problem

The researchers formulated a focus for this research regarding the performance
of the students during learning activities, oral recitation and other extra-curricular
activities by means of questionnaire. Subsequently, the proponents perceived that
mostly in the current situation concerning the group activity inside the classroom, there
are instances wherein some members of each group are not working towards the group
activity.
In this certain scenario, the social active learning with peers might lead to
confusion and cause conflict, which leads to block the flow of knowledge between the
members of each group. Some members of the group might develop low self-esteem
instead of self-confidence because inferiority enters in such scenario. In addition, those
who have high intellectual capacities impulse their selves to do the whole tasks for the
group without letting other members contribute, share their ideas and do the individual
tasks. Unfortunately, it results to an atmosphere of dependency to the leader of the
group, thus bags of problems follows like creating unnecessary noise due to pointless
conversation of inactive members.

Through conducting this strategy, the researchers will be able to answer the
following:
1. What are the profile of the learners:
a. Above average
b. Average
c. Below average

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 2. What are the improvements observed among:
a. Above Average
b. Average
c. Below Average
3. What are the improvements observed in terms of the five elements:
a. Positive Interdependence
b. Face to face interaction
c. Individual and group accountability
d. Use of social skills
e. Group processing

Method
The research design used in the study was qualitative research design due to the
fact that the participants were chosen as a cluster sample. Group activity was the
design style of the study with the same group receiving treatment (cooperative learning
instructional method) and the (control) group receiving traditional lecture with group
activity before applying the cooperative learning technique.

Data Sources
The respondents of the study were the Grade 3 pupils of Saint Peter’s College of
Toril. The said school is located at Crossing Bayabas, Toril Davao City. The students in
the study chosen as cluster sample were third graders ages eight to nine years old. The
students were a mix of abilities, gender, and race, who were randomly placed within the
class.

Data Collection Process

The Researcher sought permission to conduct the study from the Faculty
Teachers of Saint Peter’s College of Toril.
The study took place during the second grading period of the school year in third
graders. First, the student’s group work activities and performance using the traditional
lecture was observed. After this, the students received an instruction about working in

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cooperative groups and practice before the study would take place in the same subject
area. The student’s achievement between the traditional lecture and cooperative
learning technique was compared under the Number Heads Together Method and was
measured through Cooperative Learning Rubric. The assessments were qualitatively
compared.
Number Heads Together-

 Students were classified into three: the above average, average, and below
average according to their academic performance in 1 st and 2nd grading period
 The teacher gave instructions to the students about the process of the number
heads together as well as the task which students will do.
 The teacher poses a question.
 The students answer the question individually or will write it down in a piece of
paper.
 The students will share their ideas within their group in a certain time allotted.
 After sharing their ideas, the teacher will choose randomly according to their
numbers.

Data Analysis

The researcher observed that applying cooperative learning strategies

specifically the method of Number Heads Together was really effective in respective
classes. The researcher categorized the class into above average, average and below
average. Since all members of each group were given an opportunity to contribute and
shared their ideas regarding with the given topic, thus the researchers attested that
using Number Heads Together enhanced student’s participation during class
discussion.

Research and Discussion:

Improvements in Terms of Five Elements

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 POSITIVE INTERDEPENDENCE

Above Average

Average

Below Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Above Average Group

The researcher’ overall observation among the above average level student’s
performance in cooperative learning in terms of Positive interdependence is that, this
group of students became dependent to those students who excel in their group since
they have common intuitions that there’s somebody who is better than in terms of
intellectual capacity and leadership.

Average Group

For students who were classified as Average level in their classroom, Positive
interdependence is evident since almost all of them were actively participating during
the activity and most of them have ideas and opinions to contribute but they don’t argue
about whose ideas must be followed since they are open with suggestions and
responses about their given task.

Below Average Group

The researcher overall observation about the below average level’s performance
in cooperative learning in terms of positive interdependence, is that they participated

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well however, there were some members who relied on someone who excels in their
group. In some ways, they exerted efforts to give better ideas for the success of their
output.

FACE TO FACE INTERACTION

Above Average

Average

Below Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Above Average Group

The students don’t have face to face interaction since they haven’t attained
positive interdependence and these two elements are linked with each other. The
students were not collaborating since they depend in the intellectually superior students
knowing that they have the capacity to do the output or the presentation.

Average Group

The average level group achieved a positive interdependence; they also have
face to face interaction which is very essential in every group activity. This group of

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students have the confidence in verbalizing their opinions, perhaps they were not afraid
to be rejected because they didn’t feel inferior from their group mates, which is the
reason why they have a high level of face to face interaction within their group.

INDIVIDUAL AND GROUP ACCOUNTABILITY

Above Average

Average

Below Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Above Average Group

Knowing that this group have the higher intellects among their class, they were
expected to be responsible enough to represent their group individually. Since they
have knowledge to do the given task, even if they didn’t participate, they can still stand
to represent their group since they have a good understanding of the given task or the
topic. Therefore, they still have the sense of accountability for their group.

Average Group

The students have the sense of individual and group accountability for the reason
that they were all ready to stand as a reporter to represent their group, they weren’t
forcing someone to stand for them, since all of them were ready in the given task as
wells as to questions that lies ahead. This group of students has the potential in
leadership if only given a chance to do so.

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Below Average Group

With regard to individual and group accountability, as the researcher observed

they were still not accountable with what do they need to do and still dependent on the
leader in their group. They were doing other stuff and some of them were just
accessories. Furthermore, aside that they were not concern with their output they’re
doing their assigned task without any clarifications and suggestions from other
members for as long as they could pass it on time.

SOCIAL SKILLS

Above Average

Average

Below Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Above Average Group

In terms of social skills, the researcher observed that the students in this group
didn’t have interaction and collaboration since the one who excels would write down
his/her ideas without asking for other member’s ideas. This, on the other hand made the
members depend on them since they were being assertive with their answers that made
the others reluctant in giving their ideas. Leadership can be found within the others who
made most of the tasks however, most of them didn’t possess this skill.

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Average Group

In terms of social skills, this group has it because the positive interdependence and
face to face interaction is truly evident. They show good leadership because it is very
obvious that they’re all ready to represent their group. They also have trust-building
skills since they’re accepting other’s ideas and suggestions which lead them to have
conflict management skills.

Below Average Group

In terms of social skills in below average students, the researcher attested that
some of them possess the following skills such as leadership, decision-making,
communication and conflict-management. What do they lack is trust-building. The acting
leader of the group is hesitant to accept his or her members’ opinion. As a result the
rest of the members have doubt to impart their ideas because the feeling of rejection
prevails.

GROUP PROCESSING SKILLS

Above Average

Average

Below Average

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Above Average Group

This group has low group processing skills since not all of the students were
collaborating or sharing their ideas during the group activity. As stated above, the

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 students were dependent to those who have high leadership skills and who were
assertive enough to give their own ideas without asking other opinions and suggestions.

Average Group

The researcher were certain that the students from this group possessed “group
processing” skills since they have a positive interdependence, they showed a good face
to face interaction, individual and group accountability, and good social skills which
made them worked effectively as a team.

Below Average Group

The last element pertains to group processing, in terms of this element, the
researchers observed it to below average. The proponents have also attested that these
students didn’t work together to get things done and other members of the group didn’t
give consideration to the one who act as the leader of the group.

Summary

The Profile of 3rd Grader Students

Sections Above Average Below Average Total

Average
Grade III- St.Anthony 12 21 15 48
Grade III- St. John Bosco 9 18 16 43
Grade V- St. Clement 14 12 16 42
Total 35 51 47 113

The following data shows the results of the total academic performance of the 3 rd grader
students in terms of above average, average and below average level.

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  Above average- base on the data result, there were 35 students out of 113
students from three sections who belong in this category. These were the
students who performed intellectually and positively in the process of discussion.
 Average- it was observed that 51 students belong to this level which obviously
prevails among the three categories. As a result it manifested that most of the
students from each section performed in an average capacity of thinking.
 Below average- this group showed that they were the second largest group
among the three levels. These students showed mediocrity in their output.
Whatever answers they can give, they don’t exert enough effort in giving best on
it and most of the students relied on the students who were assertive in giving
answers. Few students from this group have leadership potentials. However,
they were able to finished their output on time.

Summary/Conclusion/Recommendation:

As the researcher go along the process of conducting the cooperative learning activities
in enhancing 3rd grader students’ class participation, the proponents have determined
that student’s behaviour varied according to their interest towards the activities and how
do they deal with each other in the process of discussion.

The implication of cooperative learning activity in teaching and learning is that it

helps student’s ability and capacity to express their selves according to how they
perceive to things. Students would learn to accepts other ideas and learn from their own
mistakes. Cooperative learning is not a mere activity for student’s cognitive
development but it also helps students understand how sweet the success of
cooperation is.

The respondents of this research learned that it is better to learn in a diverse

environment since they can learn from each other. Through cooperative learning,
student’s developed positive interdependence where the students can fully participate in
a group activity. They learned the beauty of sharing, getting involved by interacting with
their group mates and working towards the group goals. Consequently, they learned

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how to become responsible individuals because each student should master the content
of their assigned task by working and learning with the rest of the group.

Therefore, this kind of method is one great factor to foster socialization skills that
they need in their daily lives and a good atmosphere in the classroom setting. Hence, as
more brains were working, the better the output will be made.

The cooperative learning strategy was successful especially when the

researchers grouped them according to their level because the low performing students
were challenged to do their best without relying to the excellent students. In addition,
they were also challenged because the high performing students were group together.
In terms of the five essential elements of cooperative learning, the learners responded
positively with the said elements. The students fully participated and they put so much
effort in the activity. They shared their ideas to come up with a better result. Each
student demonstrated mastery of what they had studied because they were held
accountable for their own learning. They showed positive atmosphere in socializing with
their group mates because they had respect to the opinions and ideas of others. They
were also doing well although they had arguments if who were going to do the task.
There was face-to-face interaction between group members which leads to the positive
outcome of their output. They mastered their ideas and communicated well with the
group.

The Cooperative Learning Technique for Classroom Action Research was

conducted to determine who among them could easily respond to the given task
through interacting with their peers. Each group was given the same task regardless on
their categorization. As a result of the activity, the above average was the last group
who presented their output. The researcher observed that all members discussed their
shared ideas that sometimes it’s difficult for them to decide which one to choose. . In
terms of the five basic elements of cooperative learning, the members of the group
actively participated in group discussion in line with their positive interdependence. All of
them responded on the task given to them through brainstorming.

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 With regards to the face to face interaction, they were only focused on the
success of their group. They were not able to interact with other groups to meet the
group’s success. Members of the group have their individuals’ accountability. They have
the initiative to do their own work. When they have the ideas, they shared it to the group
and lead to social skills. They communicated to each other and accepted other’s idea
until they come up to a decision. The average group was the second one who finished
the task. As they have worked in a group, the researcher observed that they can
manage their own group because they accepted the idea of others by allowing them to
share and understand their shared ideas. The below average was the first group who
presented their output. The researcher observed that they relied on one idea because
each of them cannot give sure answers which led to abrupt decision of giving
immediately the answer.

As the researcher applied the method of Number Heads Together, the

proponents observed that during group activity, students in an above average level had
a good idea regarding with the topic given to them. However, there were times that their
output was not good since all of them had brilliant ideas, they had arguments on which
answers to be considered. With that, they were not able to finish their output because
the time allotted were not enough for them to discuss all their ideas and come up with
their group answers. In terms of essential elements of cooperative learning, the
researcher observed that in above average the said 5 elements were present during
group activities. Since all of them have almost the same intellectual capacity, each
member really participated and shared ideas during brainstorming which result students’
interactions.
By also using this method, students were accountable for their own learning. And
students really exerted effort because they wanted to have a best output. Since all of
them have ideas, sometimes they had conflict but later on they were able to adjust,
learned to socialize and considered the ideas of other group mates.

In the case of average level, students output were consistent since there were no
arguments happened. Unlike from above average level, they had smooth discussion,
and they presented a good output and got high score in accordance with the given

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rubrics.. In terms of essential elements of cooperative learning, the researcher observed
that in above average the said five elements were present during group activities. Since
all of them have almost the same intellectual capacity, each member really participated
and shared ideas during brainstorming which result students’ interactions.
Regarding with the below average, most of the time, they were not participative
during group activity, and they were passive members. However, applying this kind of
method forced them to cooperate and accomplish with the task given, since there were
no other members that they can depend on.Doing activity with their same intellectual
level made them felt comfortable and fearless to be underestimated with their co-
members. They were not hesitant to share their ideas. With this instance, they easily
came up with their group answers because everyone was humble enough to accept
each idea. As a result, they also had a good output though not as the same as with the
output of above average and average did, but the most important was, all of them
cooperated and it boosted their confidence. In terms of five essential elements, they
were observed with the below average level. Though they were not as good as the
other groups, but still they exerted effort to have a good output.

The Classroom Research for Cooperative Learning was conducted to determine

if students can work better in a group or if the five elements are observable .The above
average level group was the last group to present their output due to students being
dependent to their group mates who excels in their group work. The researcher also
observed that students who belong to this group generally tend to be conscious in
giving their ideas and sometimes, when they give ideas, they have difficulty in choosing
which answer is best to present. However, the average level group, the researcher
observed that most of the students cooperated well. They all shared ideas together and
they were accepting their group mate’s ideas and opinions for their output. The
researcher can also say that they are the most prepared and most of them had
contribute to their output. The first group to finish the activity was the below average
level group since they were not reluctant in giving answers and they were not mindful in

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giving the best they could offer for the presentation of their output. Although they still
gave correct answers in response to the given directions and questions.

Base from the results gathered pertaining to how cooperative learning activity
enhance fifth grader’s class participation, the researcher have identified that most of the
students belongs to average level. From this information alone, the researcher
determined immediately those students who actively participated in the class and how
wide their range of intellect will do.In general observation considering the five (5)
essential elements of cooperative learning, (Brown and Ciuffetelli Parker, 2009 and
Sitalla, 2000) positive interdependence can be seen in the group of above average,
average and some in below average which they fully participated in the given task,
second face to face interaction is precisely observed in above average and average
group in which they involved themselves and interact with their group mates in coming
up with a generalization. From the observation the researcher noticed that they debate
their answers to produce a positive output. Third, individual group accountability took
place only in above normal group since each of them knows the topic intellectually
though they varied on how the way they understood and interpret it. The rest groups
were hesitant of their individual thoughts and the way they understood the given topic.
Fourth, use of social skills, in terms of this element which shows leadership, decision-
making, trust building, communication and conflict-management skills were obviously
occurred in above normal and average group. Each member of the group shows
willingness to impart knowledge and perception towards the activity given and each of
them accepts ideas of their members which results that unity among them takes place.
The researchers can’t also evade the fact that there were some instances that conflict
might produce but then it is a test for them indeed if how they trust themselves and
expose their intellectual capacity that would help in the general promotion of the group’s
success.

Lastly the final element which pertains to group processing was observed in
three groups in which they need to evaluate each members of the group on how to

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improve more their work as a group. As what the researchers had observed they tried
their best to deal with each other positively and harmoniously though it is inevitable that
during interaction, some members did not participate and in some cases they are doing
their own stuff. In conclusion towards their participation, they effectively collaborate with
one another and it helped more indeed to boost their self-esteem.

References

(n.d.). Retrieved from wikepedia: http://en.wikipedia.org/Learning

Anonymous. (2014, May). Numbered Heads Together Cooperative Learning Strategy. Retrieved from
Teacher Vision: https://www.teachervision.com/group-work/cooperative-learning/48538.html?
page=1

Caperida, L. P. (2004). Cooperative Learning and the Communicative Competence Of English Students.
Davao City.

Cox, J. (2014). Teach Cooperative Learning Strategies. Retrieved from About Education:
http://k6educators.about.com/b/2014/02/03/teach-cooperative-learning-stategies.htm

Jacobs. (1996). Retrieved from https://books.google.com.ph/books?

id=ZYs9Jx0DZncC&pg=PA240&lpg=PA240&dq=%E2%80%A2+Jacobs,
+1996+cooperative+learning&source=bl&ots=WzAyf41oIy&sig=ygAN3YE1ZxifM80bdOpDSEJYOD
4&hl=en&sa=X&ei=EB7TVPOVIcq78gXq2oH4Dw&ved=0CF8Q6AEwCQ#v=onepage&q=
%E2%80%A2%20Jacob

Johnson, D. a. (1999). The State of Cooperative Learning. Minneapolis: Kluwer Academic Publishers-
Plenum Publishers.

Johnson, D. W. (1999). Retrieved from Making Cooperative Learning Work.

Lewis, B. (2014). Cooperative Learning. Retrieved from About Education:

http://k6educators.about.com/od/educationglossary/g/gcooplearning.htm

Lin, E. (2006). Retrieved from Cooperative Learning In School: http://www.nsta.org/highschool

Marzano, R. (1996). Cooperative Learning. Retrieved from

https://escmarzano.wikispaces.com/6.+Cooperative+Learning

Slavin, R. (1991). Instruction Based on Cooperative Learning. Retrieved from

http://www.successforall.org/SuccessForAll/media/PDFs/Instruction-Based-on-Cooperative-
Learning-09-24-09.pdf

Vygotsky, L. (1934). Thought and Language . Cambridge: MIT Press.

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 APPENDICES

Cooperative Learning Rubric

Name:_______________________________Class Period:_______________Date:________________

Directions: Write the number score for each category and the total overall score in the
spaces provided.

Category 4 3 2 1
Contribution to Group Consistently and Works toward Works toward Works toward
Goals actively works towards group goals group goals group goals
(Positive group goals; willingly without with only when
Interdependence) accepts and fulfils occasional occasional prompted.
individual role within prompting; prompting.
Score:_________ the group. accepts and fulfils
individual role
within the group.
Consideration of Shows sensitivity to the Shows and Shows Needs
Others feelings and learning expresses sensitivity to occasional
(Face-to-Face needs of others; values Sensitivity to the the feelings of reminders to
Interaction) the knowledge, opinion, feelings of others; others. be sensitive to
and skills of all group encourages the the feelings of
Score:_________ members. participation of others.
others.

Working and Sharing Helps the group identify Willingly Participates in Participates in
with Others necessary changes and participates in needed needed
(Individual encourage group action needed changes; changes with changes when
Accountability and for change; does usually does the occasional prompted and
Social Skills) assigned work without assigned work prompting; encouraged:
reminders. and rarely needs often needs always or often
Score:_________ reminding. reminding to relies on
do the others to do
assigned work. the work.

Contribution of Consistently and Contributes Contributes Contribute

Knowledge actively contributes knowledge, information to information to
(Group Processing) knowledge; opinions, opinions, and the group with the group only
and skills without skills without occasional when
Score:_________ prompting or prompting of prompting and prompted.
reminding. reminding. reminding.

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Overall Score

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