CENTRAL PHILIPPINES STATE UNIVERSITY

GRADUATE SCHOOL
San Carlos City, Negros Occidental
1

CHAPTER I

INTRODUCTION

Background of the Study

Education is considered imperative for the progress of

not only an individual but also for the development of

community and nation. In order to bring about improvements

in all aspects, and utilize modern and innovative techniques

and methods, individuals need to generate awareness and

enhance their educational skills. The main purpose of this

research paper is to determine the effectiveness of the

teaching strategy – the Buzz Session in enhancing students’

performance in Jimalalud National High School. According to

Moore (2010) buzz session is a discussion method that can be

used to effectively survey the structure of knowledge in a

particular area as well as suggest the connection between

cases and real decision-making, reaches students at an

emotional level, and provides necessary motivation for

learning difficult materials. Good discussion has certain

qualities that determine the effectiveness of the method.

Discussion can be good or bad depending on these qualities.

The effectiveness of a method can be determined by studying

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
2

the degree to which its objectives are achieved. As adapted

by IUB (2001) has described the following objectives of

discussion: 1.) Exercising/gaining control of the class; 2.)

Highlighting major ideas; 3.) Setting the stage for

forthcoming activities; 4.) Showing one's own interest for

the subject; and 5.) Providing a model of good communication

skills.

Buzz Group Technique is a strategy that makes students

work in small groups in a limited time. The room soon fills

with noise as each sub-group ‘buzzes’ in discussion. Buzz

groups can be in pairs, trios, or more depending on the

activity. While they are buzzing, participants are able to

exchange ideas and draw on their wide collective experience.

(Tarigan Eunike, 2012: 2). Buzz Group is the technique to

organize the students into groups and work in time already

specified.

Buzz Group and Clustering technique can help students

to solve their problem in exploring their ideas of the

concept in discussion aside from developing writing and oral

skills. Addressing problems on the performance of students

in learning concepts, specifically in Contact Center

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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Services, a major in Technology and Home Economics for Grade

X students, teachers should choose a technique where the

students can overcome confusion by asking questions and

sharing their knowledge on the topic at hand. In this

educational scenario, the researcher tries to solve the

problem by applying buzz group and clustering technique as

part of the teaching strategy to improve students’

performance.

Objective of the study

This research study focused on the enhancement of

students’ performance through Buzz Session.

Specifically, it sought to answer the following

questions:

1. To determine the level of students’ level of

proficiency in Contact Center Services through a

pretest and a posttest in the following areas:

1.1. listening;

1.2. grammar;

1.3. writing; and

1.4. speaking;

1.4.1. voice;
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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1.4.2. accent; and

1.4.3. conversational cues.

2. To determine the significant difference on the level of

students’ proficiency in the aforementioned areas in

the pretest and posttest after the 6-session

intervention.

6-Session

Modules

on

PRE-TEST Buzz Group POST-TEST

and

Clustering

Technique
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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Figure 1. Schematic diagram: Illustrates the concept of the

Conceptual Framework
study
This study illustrated the Schematic Diagram which was

the conceptual framework of the study. The study encompassed

the concepts of pre-test, post-test, and learning materials

as modules for six (6) sessions using the Buzz Group and

Clustering Technique in the discussion of instructional

concepts.

The first part deals with the identification of

learners who need intervention as determined from the

pretest results.

The identified learners will be exposed to the Buzz

Group and Clustering Technique as a strategy in a 6-session

module. The teaching strategy will enable the learners to be

actively engaged with the discussion, integrate new

information with previous learning, learn to communicate

effectively with each other aside from getting away from the

same old learning method [ CITATION Ism15 \l 13321 ]. With the

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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advantages posed by the teaching strategy, it is expected to

gain positive results to the students’ academic performance.

The posttest will serve as the evaluation tool that

determines the success of the intervention. Results of the

pretest and the posttest will be used as bases for research

conclusion and recommendations.

Scope and Limitation of the Study

This study was conducted at Jimalalud National High

School, Jimalalud, Negros Oriental during the School Year

2018-2019. There were _______ students which composed the

population of the study who were low performing as

determined by the pretest.

The target population was limited to the Grade X

learners taking up CSC as a TLE major.

The administration of the posttest was dependent on the

accomplishment of the 6-session module in Contact Service

Center lessons utilizing the Buzz Group and Clustering

Technique.

Significance of the Study

The findings of this study will redound to the

effectiveness of Buzz Group and Clustering Technique to the

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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level of proficiency of learners considering that

interventions set to remedy the problem on low performance

of students. Furthermore, the endeavor will be beneficial to

the following groups of individuals:

Students. The finding of this study is beneficial to

them for they can understand the lesson well, thus becoming

more independent in learning.

Teachers. The findings of this study serve as a bases

for the teacher to design learning activities focusing on

Buzz Grouping and Clustering Technique.

Principal. The finding of this study is a guide in

making the plans and programs to enhance pupils’ performance

through empowering and motivating teachers to design and

redesign teaching strategies and techniques that best fit to

the type of learners, thus improving the academic

performance of students that will in turn increase the

schools’ performance rating.

Schools Division Superintendent. The finding of this

study will be a basis for making plans and programs related

with the academic performance of students.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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Parents. This study gives parents the awareness of the

impact of their cooperation in the school’s programs and

activities especially of their children’s educational needs.

Definition of Terms

In order to have full understanding of the variables

used in this study, the researcher deems it fit to define

the following terms:

Buzz Session. This term refers to a group of

cooperative learning technique consisting in the formation

of small discussion groups with the objective of developing

a specific task (idea generation, problem solving and so on)

or facilitating that a group of people reach a consensus on

their ideas about a topic in a specific period of time

(Phillips, D.J. & RENNER, P. (s.d.).

Knowledge. This term refers to a familiarity,

awareness, or understanding of someone or something, such as

facts, information, descriptions, or skills, which is

acquired through experience or education by perceiving,

discovering, or learning (Abhary, 2009)

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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Learning materials. This terms refers to a

"Teaching materials" used to describe the resources teachers

use to deliver instruction. Teaching materials can support

student learning and increase student success. (Jung, 2000).

Module. This term refers to a tool that provides course

materials in a logical, sequential, order, guiding students

through the content and assessments in the order specified

by the instructor. Instructors can insert formatted text,

files, weblinks, discussion topics, sssignments, tests &

quizzes, assessments and so on (Prof. Mary Corbin Sies).

Student performance. This terms refers to a case method

course may be assessed along a variety of dimensions including

class participation, individual written work on papers and exams,

and group activities such as projects and presentations (Ziedner,

Mosche, 1998).

Academic Proficiency. The term is defined as mastery of a

specific behavior or skill demonstrated by consistently superior

performance, measured against established or popular standards

[ CITATION na19 \l 13321 ]

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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CHAPTER II

REVIEW OF RELATED LITERATURE

This part contains different researches and literature

that are related to this study. These support the questions

that were formulated to this study, the effect of Buzz Group

and Clustering Technique to the academic proficiency of

learners in Grade X on Contact Center Services.

Buzz Session

A buzz group is a small group discussion technique

which is used to help overcome the problem of silence in

group situations and to ensure that everyone gets a chance

to contribute to the discussion, within a specific period of

time. It is also beneficial because it gives all

participants the space and freedom to express themselves

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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equally, thus ensuring that as many creative voices as

possible contribute to solving the problem in question.

Large groups may be divided into buzz groups in order

to maximize participation. Groups work separately either on

the same theme or on separate themes. Each group appoints a

spokesperson to report the results of the discussion to the

larger group. The typical buzz-group technique is to split

the class arbitrarily into small groups and assign each

group an objective. Usually a total of six or eight students

in a group are optimal.

Gangel (2005) stresses the advantages, disadvantages,

and limitation of the Buzz Group Technique.

Advantages of the Buzz Group:

1) It allows everyone’s ideas to be expressed. 2)

Participants learn to work in real-life situations where

others’ opinions are considered. 3) It sets the groundwork

to get discussion started 4) Because members are expressing

opinions, it is good for dealing with controversial subject.

Disadvantages of the Buzz Group:

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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1) Effectiveness of the group may be lowered by the

immature behavior of a few. 2) It may not be effective for

younger groups or groups that know each other to well take

each other’s opinions seriously. 3) It can be time-consuming

when dealing with very large groups.

Limitation of the Buzz Group

1) The group must be well prepared by the teacher in

order to keep the group on topic. 2) It is not intended to

be a full meeting but used as a supplement to other methods.

The Procedure of Buzz Group Technique

According to Handoko (2017), to increase students’

involvement in discussion and to obtain the benefit of

everyone’s ideas, the class may be divided into small group

of six (or some other small number). First, a teacher should

explain the specific question to be addressed by the groups

and make certain that everyone understand what is to be

discussed. It everyone does not understand before discussion

begin, many problems can develop. The topic must also be

simple enough that students do not become discourage in

trying to discuss it in so short time.

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GRADUATE SCHOOL
San Carlos City, Negros Occidental
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The teacher should select or ask each group to select a

leader and a recorder. Taking the responsibility for

designating competent leaders and recorders can be evaluable

learning experience for students. Students should be

oriented beforehand to the responsibilities of the leader to

make sure that the group sticks to the topic and that all

group members participate. In addition, they need to

understand the importance of the records job of keeping

accurate written records of key items discussed.

Students should be oriented beforehand to the

responsibilities of the leader and recorder. They must

understand that it is the job of the leader to make sure

that the groups stick to the topic and that all group

members participate. In addition, they need to understand

the importance of the recorder’s job of keeping accurate

written records of key items discussed and decision reached

and of reporting this information to the total group.

The discussion or “buzzing” should proceed for the

short period of time previously designated. The leader

should encourage less aggressive individuals to join in the

discussion, so that a few highly verbal students do not

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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control the discussion and prevent good group interaction.

While the discussion proceeds, the teacher should monitor

the progress being made in each buzz group by circulating

among the groups. At the end of the discussion, the teacher

summarizes briefly and make positive link with happens next

[ CITATION Han17 \l 13321 ].

Buzz group is a cooperative learning technique

In the formation of small discussion groups with the

objective of developing a specific task (idea generation,

problem solving and so on) or facilitating that a group of

people reach a consensus on their ideas about a topic in a

specific period of time. So, buzz groups allow covering the

discussion about different aspects referred to the same

study themes, maximizing the possibilities of partition of

the members of the group.

After the initial presentation of the task to be

developed, big groups are divided into smaller groups, among

three and six people. Each group names a spokesperson to

inform the rest of the groups about the results of the

discussion of their group.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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According to Phillips, 2004 developed the buzz session

by his ‘66’ formula had groups of six talking for six

minutes) and later by Maier (1963 – with different formulae)

as a way of encouraging members of an audience to submit

questions, etc., to a speaker or panel. It can work with

large groups of, say, 20-100 people, either in a large flat-

floor room or in a room with rapid access to sufficient

small break-out rooms for the audience to be able to break

up into groups of 6-12 people.

1. In advance, plan the problem statement, and what you

want the groups to do with it. The statement and task must

appear relevant, be able to catch the groups’ interest,

match the group’s ability and experience, be narrow enough

to keep discussions focused, and yet also open enough to

trigger lively discussion. 2. At an appropriate point, the

problem statement and task are described, and a time limit

is set. Phillips recommended six minutes, but 20–30 minutes

is usually more realistic. 3. The leader states the

preferred number of groups and group size. Participants

divide up informally. Phillips recommended 6 per group, but

it depends on things like break-out space, and the

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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acceptable number of closing feedback presentations. A

meeting of 25 people might give seven groups of three or

four; one of 100 might give ten groups of eight to twelve.

4. The groups go to their designated break-out location.

Phillips recommends that they then elect a chairperson and a

secretary/spokesperson to record and report back what

happens, but Maier prefers the group structure to be

completely informal. 5. The groups discuss the issue,

suggest ideas, and plan their report. 6. At the agreed time,

everybody reconvenes, and each spokesperson in turn feeds

back his or her group’s results. Timing must be tightly

managed. 7. There may be a subsequent plenary discussion,

and/or the detailed notes from all groups may be collected

together for subsequent collation and evaluation.

This widely used formula has two serious weak points:

1.) Unless sub-group members are skilled self-managers, 30

minutes. is inadequate for group formation, so sub-group

discussion can easily be superficial and poorly focused. 2.)

The secretary/spokesperson’s plenary presentation is the

crucial link between subgroup and plenary meeting. It is

often rushed, limited and misleading.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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Buzz sessions can be good for networking and

stimulating grass-roots discussion about important issues,

but poor as a direct channel from buzz group members to

senior decision makers (and, indeed, can be used cynically,

to create the illusion that senior people are listening to

the grass-roots). Methods for overcoming this bottle-neck

include: 1.) Getting decision-making team members to sit in

as buzz group observers. 2.) Providing skilled ‘committee

secretary’ support for each buzz group, so that the

secretary/spokesperson offers recording/reporting skills,

but does not take part in the discussion (cf. the

‘information butlers’ in Meta plan information markets). 3.)

Using methods that record buzz-group members’ ideas in

writing, which can be subsequently gathered, collated and

analyzed.

Discussion Methods

Discussion methods are a variety of forums for open-

ended, collaborative exchange of ideas among a teacher and

students or among students for the purpose of furthering

students thinking, learning, problem solving, understanding,

or literary appreciation. Participants present multiple

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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points of view, respond to the ideas of others, and reflect

on their own ideas in an effort to build their knowledge,

understanding, or interpretation of the matter at hand.

Discussions may occur among members of a dyad, small

group, or whole class and be teacher-led or student-led.

They frequently involve discussion of a written text, though

discussion can also focus on a problem, issue, or topic that

has its basis in a “text” in the larger sense of the term

(e.g., a discipline, the media, societal norm). Other terms

for discussions used for pedagogical purposes are

instructional conversations and substantive conversations.

[ CITATION Hal11 \l 13321 ].

A defining feature of discussion is that students have

considerable agency in the construction of knowledge,

understanding, or interpretation. In other words, they have

considerable “interpretive authority” for evaluating the

plausibility or validity of participants’ responses. 

Brainstorming Session

Brainstorming is a group creativity technique by which

efforts are made to find a conclusion for a specific problem

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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by gathering a list of ideas spontaneously contributed by

its members.

In other words, brainstorming is a situation where a

group of people meet to generate new ideas and solutions

around a specific domain of interest by removing

inhibitions. People are able to think more freely and they

suggest many spontaneous new ideas as possible. All the

ideas are noted down and those ideas are not criticized and

after brainstorming session the ideas are evaluated. The

term was popularized by Alex Faickney Osborn in the

book Applied Imagination.

Advertising executive Alex F. Osborn began developing

methods for creative problem-solving.[1] He was frustrated by

employees’ inability to develop creative ideas individually

for ad campaigns. In response, he began hosting group-

thinking sessions and discovered a significant improvement

in the quality and quantity of ideas produced by employees.

He first termed the process as organized ideation and was

later dubbed by participants as "brainstorm sessions",

taking the concept after the use of "the brain to storm a

problem."[2] During the period when Osborn made his concept,

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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he started writing on creative thinking, and the first

notable book where he mentioned the term brainstorming is

"How to Think Up".[3] Osborn outlined his method in the

book Your Creative Power in chapter 33, "How to Organize a

Squad to Create Ideas".

One of Osborne's key recommendations was for all the

members of the brainstorming group to be provided with a

clear statement of the problem to be addressed prior to the

actual brainstorming session. He also explained that the

guiding principle is that the problem should be simple and

narrowed down to a single target. Here, brainstorming is not

believed to be effective in complex problems because of a

change in opinion over the desirability of restructuring

such problems. While the process can address the problems in

such a situation, tackling all of them may not be feasible.

Osborn Method of Session

Osborn (2005) notes that brainstorming should address a

specific question; he held that sessions addressing multiple

questions were inefficient.

Further, the problem must require the generation of

ideas rather than judgment; he uses examples such as

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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generating possible names for a product as proper

brainstorming material, whereas analytical judgments such as

whether or not to marry do not have any need for

brainstorming.

Group

Osborn envisioned groups of around 12 participants,

including both experts and novices. Participants are

encouraged to provide wild and unexpected answers. Ideas

receive no criticism or discussion. The group simply provide

ideas that might lead to a solution and apply no analytical

judgment as to the feasibility. The judgments are reserved

for a later date.

Nominal group technique

Participants are asked to write their ideas

anonymously. Then the facilitator collects the ideas and the

group votes on each idea. The vote can be as simple as a

show of hands in favor of a given idea. This process is

called distillation.

After distillation, the top ranked ideas may be sent

back to the group or to subgroups for further brainstorming.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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For example, one group may work on the color required in a

product. Another group may work on the size, and so forth.

Each group will come back to the whole group for ranking the

listed ideas. Sometimes ideas that were previously dropped

may be brought forward again once the group has re-evaluated

the ideas.

It is important that the facilitator be trained in this

process before attempting to facilitate this technique. The

group should be primed and encouraged to embrace the

process. Like all team efforts it may take a few practice

sessions to train the team in the method before tackling the

important ideas.

Group passing technique

Each person in a circular group writes down one idea,

and then passes the piece of paper to the next person, who

adds some thoughts. This continues until everybody gets his

or her original piece of paper back. By this time, it is

likely that the group will have extensively elaborated on

each idea.

The group may also create an "idea book" and post a

distribution list or routing slip to the front of the book.

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GRADUATE SCHOOL
San Carlos City, Negros Occidental
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On the first page is a description of the problem. The first

person to receive the book lists his or her ideas and then

routes the book to the next person on the distribution list.

The second person can log new ideas or add to the ideas of

the previous person. This continues until the distribution

list is exhausted. A follow-up "read out" meeting is then

held to discuss the ideas logged in the book. This technique

takes longer, but it allows individuals time to think deeply

about the problem.

Team idea mapping method

This method of brainstorming works by the method

of association. It may improve collaboration and increase

the quantity of ideas, and is designed so that all attendees

participate and no ideas are rejected.

The process begins with a well-defined topic. Each

participant brainstorms individually, then all the ideas are

merged onto one large idea map. During this consolidation

phase, participants may discover a common understanding of

the issues as they share the meanings behind their ideas.

During this sharing, new ideas may arise by the association,

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GRADUATE SCHOOL
San Carlos City, Negros Occidental
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and they are added to the map as well. Once all the ideas

are captured, the group can prioritize and/or take action.

Directed brainstorming

Directed brainstorming is a variation of electronic

brainstorming (described below). It can be done manually or

with computers. Directed brainstorming works when the

solution space (that is, the set of criteria for evaluating

a good idea) is known prior to the session. If known, those

criteria can be used to constrain the ideation process

intentionally.

In directed brainstorming, each participant is given

one sheet of paper (or electronic form) and told the

brainstorming question. They are asked to produce one

response and stop, then all of the papers (or forms) are

randomly swapped among the participants. The participants

are asked to look at the idea they received and to create a

new idea that improves on that idea based on the initial

criteria. The forms are then swapped again and respondents

are asked to improve upon the ideas, and the process is

repeated for three or more rounds.

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San Carlos City, Negros Occidental
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In the laboratory, directed brainstorming has been

found to almost triple the productivity of groups over

electronic brainstorming.

Guided brainstorming

A guided brainstorming session is time set aside to

brainstorm either individually or as a collective group

about a particular subject under the constraints of

perspective and time. This type of brainstorming removes all

cause for conflict and constrains conversations while

stimulating critical and creative thinking in an engaging,

balanced environment.

Participants are asked to adopt different mindsets for

pre-defined period of time while contributing their ideas to

a central mind map drawn by a pre-appointed scribe. Having

examined a multi-perspective point of view, participants

seemingly see the simple solutions that collectively create

greater growth. Action is assigned individually.

Following a guided brainstorming session participants

emerge with ideas ranked for further brainstorming, research

and questions remaining unanswered and a prioritized,

assigned, actionable list that leaves everyone with a clear

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San Carlos City, Negros Occidental
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understanding of what needs to happen next and the ability

to visualize the combined future focus and greater goals of

the group.

Individual brainstorming

"Individual brainstorming" is the use of brainstorming

in solitary situations. It typically includes such

techniques as free writing, free speaking, word association,

and drawing a mind map, which is a visual note taking

technique in which people diagram their thoughts. Individual

brainstorming is a useful method in creative writing and has

been shown to be superior to traditional group

brainstorming.

Question brainstorming

This process involves brainstorming the questions, rather

than trying to come up with immediate answers and short term

solutions. Theoretically, this technique should not inhibit

participation as there is no need to provide solutions. The

answers to the questions form the framework for constructing

future action plans. Once the list of questions is set, it

may be necessary to prioritize them to reach to the best

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San Carlos City, Negros Occidental
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solution in an orderly way."Questorming" is another term for

this mode of inquiry.

Methods to improving brainstorming sessions

There a number of ways that groups can improve the

effectiveness and quality of their brainstorming sessions.

1.) Avoiding face-to-face groups. Using face-to-face groups

can increase production blocking, evaluation apprehension,

social matching and social loafing. 2.) Stick to the rules.

Brainstorming rules should be followed, and feedback should

be given to members that violate these rules. Violations of

brainstorming rules tend to lead to mediocre ideas. 3.) Pay

attention to everyone’s ideas. People tend to pay more

attention to their own ideas, however brainstorming requires

exposure to the ideas of others. A method to encourage

members to pay attention to others’ ideas is to make them

list the ideas out or ask them to repeat others’ ideas. 4.)

Include both individual and group approaches. One method

that helps members integrate their ideas into the group is

brain writing. This is where members write their ideas on a

piece of paper and then pass it along to others who add

their own ideas. 5.) Take breaks. Allow silence during group
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GRADUATE SCHOOL
San Carlos City, Negros Occidental
28

discussions so that members have time to think things

through. 6.) Do not rush. Allow lots of time for members to

complete the task. Although working under pressure tends to

lead to more solutions initially, the quality is usually

lower than if more time is spent on the task. 7.) Stay

persistent. Members should stay focused and persist at the

task even when productivity is low. 8.) Facilitate the

session. A skilled discussion leader should lead and

coordinate the brainstorming sessions. This leader can

motivate members, correct mistakes, and provide a clear

standard of work. They can also be used to keep track of all

the ideas and make sure that these ideas are available to

everyone.

Alternatives to brainstorming

If brainstorming does not work for your group, there

are some alternatives that you could use instead.

1.) Buzz groups. Larger groups can form subgroups that come

up with ideas when the larger group is stumped. Afterwards,

these subgroups come back together and discuss their ideas

as a whole group. 2.) Bug list. Group members write down all
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San Carlos City, Negros Occidental
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the little problems or irritations concerning the issue they

are working on, and then the group discusses solutions for

each of these “bugs”. 3.) Stepladder technique. A method

where new members state their ideas before listening to the

group’s position. 4.) Synectics. A leader guides the group

and discusses their goals, wishes, and frustrations using

analogies, metaphors, and fantasy.

Challenges to effective group brainstorming

A good deal of research refutes Osborn's claim that

group brainstorming could generate more ideas than

individuals working alone.[10] For example, in a review of 22

studies of group brainstorming, Michael Diehl and Wolfgang

Stroebe found that, overwhelmingly, groups brainstorming

together produce fewer ideas than individuals working

separately. However, this conclusion is brought into

question by a subsequent review of 50 studies by Scott G.

Isaksen showed that a misunderstanding of the tool, and weak

application of the methods (including lack of facilitation),

and the artificiality of the problems and groups undermined

most such studies, and the validity of their conclusions.

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San Carlos City, Negros Occidental
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Several factors can contribute to a loss of effectiveness in

group brainstorming.

Blocking

Because only one participant may give an idea at any

one time, other participants might forget the idea they were

going to contribute or not share it because they see it as

no longer important or relevant. Further, if we view

brainstorming as a cognitive process in which "a participant

generates ideas (generation process) and stores them in

short-term memory (memorization process) and then eventually

extracts some of them from its short-term memory to express

them (output process)", then blocking is an even more

critical challenge because it may also inhibit a person's

train of thought in generating their own ideas and

remembering them.

Collaborative fixation. Exchanging ideas in a group

may reduce the number of domains that a group explores for

additional ideas. Members may also conform their ideas to

those of other members, decreasing the novelty or variety of

ideas, even though the overall number of ideas might not

decrease
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San Carlos City, Negros Occidental
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Evaluation apprehension. Evaluation apprehension was

determined to occur only in instances of personal

evaluation. If the assumption of collective assessment were

in place, real-time judgment of ideas, ostensibly an

induction of evaluation apprehension, failed to induce

significant variance.

Free-writing. Individuals may feel that their ideas are

less valuable when combined with the ideas of the group at

large. Indeed, Diehl and Stroebe demonstrated that even when

individuals worked alone, they produced fewer ideas if told

that their output would be judged in a group with others

than if told that their output would be judged individually.

However, experimentation revealed free-writing as only a

marginal contributor to productivity loss, and type of

session (i.e., real vs. nominal group) contributed much

more.

Personality characteristics. Extroverts have been shown

to outperform introverts in computer mediated groups.

Extroverts also generated more unique and diverse ideas than

introverts when additional methods were used to stimulate

idea generation, such as completing a small related task

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
32

before brainstorming, or being given a list of the classic

rules of brainstorming.

Social matching. One phenomenon of group brainstorming

is that participants will tend to alter their rate of

productivity to match others in the group. This can lead to

participants generating fewer ideas in a group setting than

they would individually because they will decrease their own

contributions if they perceive themselves to be more

productive than the group average. On the other hand, the

same phenomenon can also increase an individual's rate of

production to meet the group average.

CHAPTER III

RESEARCH METHODOLOGY

This chapter includes the research design, participants

of the study, distribution of the study, sampling

techniques, data gathering instrument, validity and

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
33

reliability of instrument, data gathering procedure, and

data analysis.

Research Design

This quasi-experimental design utilized the pretest and

posttest to determine the effectiveness of the Buzz Group

and Clustering Technique used as a strategy in a 6-session

module in Contact Center Service (a major field of

specialization in Technology and Home Economics) to the

level of proficiency of Grade X students in Jimalalud

National High School, Jimalalud, Negros Oriental for the

school year 2019-2020.

Experimental methods provide insight the cause and effect by

demonstrating what outcome occurs when a particular factor

is manipulated.

Participants of the Study

There are ________ groups of students which is composed

of four (4) students in each group. These respondents are

Grade X students of Jimalalud National High School,

Jimalalud, Negros Oriental, taking up Contact Center

Services as TLE major for the School Year, 2018-2019. The

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
34

choice of the respondents is determined by the pretest

results.

Sampling Technique of the Study

There are______groups of students which composed of (4)

learners used in this study are the regular students of the

Jimalalud National High School. Sampling technique is

purposive sampling, which is a sampling technique where the

researcher relies on his or her own judgment when choosing

members of population to participate in the study [ CITATION

Dudny \l 13321 ].

Data Gathering Instrument

A pretest and posttest were chosen as data collection

instrument. It consisted mostly of multiple choice questions

using four options (a-d). The language used in the

questionnaire is English for the study deals about Contact

Center Services. The information would assist the researcher

when interpreting the results of the study (i.e. students’

efficiency). Questions assessing knowledge about CCS, its

concepts, terminologies, real-work situations and responses

will be included. Instruction guidelines are attached to the

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
35

material to guide the subjects as to whether to circle or

check the chosen responses.

Validity and Reliability of the Instrument

The researcher uses a teacher-made data gathering

instrument, validated by the principal a school head and two

other secondary school teachers with Master of Arts in

education units using the Good and Scates Validation

Instrument.

Correspondingly, the research instrument is also

validated using Cronbach’s alpha measure of internal

consistency with reliability coefficient of .828 which

suggests that the items have relatively high internal

consistency and therefore considered ‘acceptable’.

Data Gathering Procedure

The researcher uses the quasi-experimental method to

determine the effect of buzz session on students’

performance. With the pretest administered, data gathered,

checked, and low performing learners identified, modules on

using the buzz session and clustering technique will be

introduced to the students.

 CENTRAL PHILIPPINES STATE UNIVERSITY
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San Carlos City, Negros Occidental
36

The researcher made a letter of permission to the

principal to conduct a research on the effect of the buzz

session and clustering technique to the academic proficiency

in Contact Center Services students in Grade X- T.L.E.

Another letter will also be sent to the District Supervisor

and up to the Schools Division Superintendent of the Negros

oriental Division so as to uphold the ethics of research.

In the same manner, students will also be given an

orientation on the process and conduct of the research for

an informed consent.

All students in the aforementioned section will be take

the pretest. Test results will identify the respondents of

the study. After the identification of the subjects of the

study, they will be given an orientation on the conduct of

the research procedure.

For one month, the students will be exposed to the buzz

session and clustering technique during their classes in CCS

using the module designed by the researcher. They will not

be always exposed by the buzz and clustering technique for

it is not advisable to use the strategy all the time to

avoid boredom or the purpose of the study will be defeated.

 CENTRAL PHILIPPINES STATE UNIVERSITY
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San Carlos City, Negros Occidental
37

During each session, groups will be given the module

and one leader will serve as a facilitator to lead in the

activities suggested in the learning material and encourage

a full participation of all the members of the group.

After the 6-session experimental period, respondents

will be given the posttest to check the increase of learning

proficiency in all the areas of CCS. Data will be tallied,

compared and analyzed for implication, interpretation for

conclusion and recommendations.

Data Analysis

To ascertain the level of proficiency at which the

student is performing in the pretest and posttest shall be

based on the criteria set by the Department of Education in

DepEd Order No. 73, s.2012 (Education, 2012).

1. For problem 1 – the learners’ level of proficiency will

be based on the given specifications:

Percentage. This will be used to show how a part is

related to a whole. It is used in presenting the level of

proficiency of students.

Mean. This will be used in getting the extent

of performance of the respondents.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
38

The level of proficiency at which the student is performing

shall be based on the following criteria (DepEd Order No.

73, s.2012).

Rating Verbal Explanation

Equivalent

90% and above Advanced The student at this

level exceeds the

core requirements in

terms of knowledge,

skills and

understanding, and

can transfer them

automatically and

flexibly through

authentic

performance tasks.

85%-89% Proficient The student in this

level has developed

the fundamental

knowledge and skills

and core
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
39

understandings, and

can transfer them

independently

through authentic

performance tasks.

80%-84% Approaching The student at this

level has developed

the Proficiency

fundamental

knowledge and skills

and core

understandings, and

with little guidance

from the teacher

and/or with some

assistance from

peers, and can

transfer these

understandings

through authentic

performance tasks.
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
40

75%-79% Developing The student at

this level

possesses the

minimum knowledge

and skills and

core understandings,

but needs help

throughout the

performance of

authentic tasks.

74% down Beginning The student at this

level struggles with

his/her

understanding;

prerequisite and

fundamental

knowledge and/or

skills have not been

acquired or

developed adequately
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
41

to aid

understanding.

The Pretest will be conducted to all students taking up

Call Center Service (CSC) as a major in Technology and Home

Economics (TLE) to determine the level of proficiency.

Results were based on the criteria set by Department of

Education (DepEd) Order No. 73, s.2012) that specifies the

rating, the verbal equivalent and the explanation.

For learners whose level of proficiency were

Developing (with a numerical rating of 75-79) and Beginning

(with a numerical rating of 74 and below), they were given

the aforementioned 6-session intervention modules

strategizing the Buzz Group and Clustering Technique.

Henceforth, a posttest was administered to determine the

effectiveness of the instructional intervention.

Statistical Treatment

For the statistical treatment of data, the quantitative

research method will be utilized. The grouped data will be

treated statistically using the following procedure:

1.) To determine the level of academic proficiency of

learners in CCS, pretest and posttest scores shall be

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
42

transmuted to grades in percentage using the DepEd

guidelines. A mean average grade will be determined to

represent the over-all proficiency level.

2.) To determine the significant difference between the pre

and posttest results in problem 2, the t test of

correlated means will be utilized.

CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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BIBLIOGRAPHY
 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
44

References:

Dudovskiy, J. (n.y.). Purposive Sampling. Retrieved from Research-Methodology:

https://research-methodology.net/sampling-in-primary-data-collection/purposive-
sampling/

Halverson, L. R. (2011). Tharp & Gallimore: Instructional Conversations. Lisa R. Halverson.

Handoko, M. D. (2017, March 4). Concept of Buzz Group. Retrieved from Igro Metro:
iqrometro.co.id/concept-of-buzz-group.html

Ismail, S. G. (2015). Buzz Group and Brainstorming as a Teaching Strategies. Academia.edu.

n.a. (2019). businessdictionary.com. Retrieved from Business Dictionary.

Taladua, C. O. (2017). Managing CCS. n.c.

CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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APPENDICES
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GRADUATE SCHOOL
San Carlos City, Negros Occidental
46

Appendix A
TRANSMITTAL LETTER
January 7, 2019

WILFREDA D. BONGALOS, Ph.D., CESO V

Schools Division Superintendent
Division of Negros Oriental
Dumaguete City

Madam:

Greetings of peace and goodwill!

The undersigned is conducting a study on Enhancing Students’

performance Through Buzz Sessions in the District of Jimalalud in
relation to the requirements of the master’s degree at the Graduate
School of Central Philippines State University where I am presently
enrolled.

In this connection, may I ask for your approval to further pursue

this endeavor in order to assess the effectiveness of the teaching
strategy?

Rest assured that the data gathered will be confidentially kept and
will be used only for the purpose of this study.

Thank you very much for your kind consideration and approval to this
request.

Very truly yours,

CHRISTINA O. DELA CRUZ

Researcher

Noted:

Adviser

Recommending Approval:

JIJI S. TALADUA ERNESTO C. PACULANANG, ED.D.

 CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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School Head Public Schools District

Supervisor

Approved by:

WILFREDA D. BONGALOS, Ph.D., CESO V

Schools Division Superintendent
Appendix B
DATA GATHERING TOOL

PRETEST/POSTTEST

GENERAL DIRECTIONS: The test is composed of four categories;

LISTENING, WRITING, GRAMMAR, AND SPEAKING. Read carefully
each of the test instructions and follow religiously to come
up with the correct responses.

LISTENING
Directions: Each item is a multiple-choice question with
four answer choices lettered A-D. Read each question and
answer carefully by encircling the letter of the correct
answer.
1. When engaged in a telephone conversation, which of the
following actions does not show that a Contact Center
Service provider pays attention to the customer?
A. Clicking the pen while talking to the customer.
B. Giving the customer an undivided attention.
C. Understanding the concerns of the customer.
D. None of the above.
2. How can a CCS agent assure the client in a phone
conversation that he/she is listening?
A. Nod to the customer occasionally.
B. Smile to the customer all the time.
C. Use verbal comments such as ‘yes’ or ‘uh huh’.
D. Tell the customer that you are listening.
3. When providing a feedback to a client, which of the
following is not an appropriate thing to say?
 CENTRAL PHILIPPINES STATE UNIVERSITY
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San Carlos City, Negros Occidental
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A. What I am hearing is…

B. Let me just repeat that….
C. Is this what you mean?
D. Can you repeat it?
4. What message is being sent when a CCS provider interrupts
the customer while talking?
A. ‘You are more important than me.’
B. ‘Your ideas are better than mine.’
C. ‘I really care about what you think.’
D. ‘Stop talking and listen to me.’
5. Which of the following statements does not entail active
listening?
A. It is not just listening to the words but also trying
to understand the whole message sent.
B. It involves making sounds that indicate attentiveness.
C. It is giving feedback in the form of a paraphrased
rendition of what has been said by the other party for
their confirmation.
D. It can be done by having a background music to keep
the client entertained.

WRITING
Directions: The succeeding items will test your grammar
skills. Underline the correct word from the given choices
to complete each of the following sentence.
6. Call centers within the pharmaceutical industry (is,
are) increasingly being challenged to satisfy customer
inquiries.
7. According to a recent research by benchmarking firm,
there (is, are) many gaps in adoption of social media
platforms within consumer health call centers.
8. There is unlimited supply of coffee (to, of, for) call
center agents.
9. Working in a call center might seem a/an (easy,
hardworking) job.
10. If we meet at 9:30, we (can have, should have) plenty
of time.
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GRADUATE SCHOOL
San Carlos City, Negros Occidental
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GRAMMAR
Directions: This section assesses your writing skills in
all types of communication. Provide what is asked for in
each of the given items.
For item number 11- Carefully read the paragraph and
identify the narrowed topic. Then underline the author's
sentence containing the main idea.
Consumers concerned about the hazards of noise can
reduce noise pollution in many ways. They can purchase
noisy products such as garbage disposals and lawn mowers
with reduced noise levels. They can also use sound
absorbing materials in their home. Carpeting can be
installed instead of hard flooring, and cork and fabric
can be used in rooms that tend to be noisy. Also, people
can become less noisy themselves. They can learn to avoid
shouting, to close doors without slamming them, and to
play radios, TV, and stereos at moderate levels.

For item number 12, edit the text message below to come up
with a formal message.
Miting @ 2pm. C u @ d conf rum :D
_________________________________________________________.

For number 13, rewrite the sentence incorporating correct

punctuations.
A well loved teacher from UP who seemed preoccupied
answered our questions abruptly

For item number 14, underline the correct transition

marker that will complete the statement.
The report has been submitted, (as well as, even though,
for example) the receipt was not yet found.

For item number 15, identify the sentence pattern of the

given statement.
 CENTRAL PHILIPPINES STATE UNIVERSITY
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San Carlos City, Negros Occidental
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The customer complained the late delivery.

SPEAKING
Directions: This section of the test is divided into four
sub-categories; STRESS, INTONATION, BLENDING, and PHRASING
WHICH measure speaking or paralanguage cues. Provide what is
asked for in each item.
16. What is the correct stress of the word ‘geography’?
__________________________
17. What type of intonation is used in the following
sentence, ‘Is the shipping address same as the billing
address?’
_______________________________________
18. Give the appropriate blending of the statement, ‘Did you
like it?’ _________________________________
19. What is the proper phrasing of the statement
‘We do have an available room in the 22nd of October.’
20. What is the correct syllabication of the word
‘approximation’? ____________________
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GRADUATE SCHOOL
San Carlos City, Negros Occidental
51

Appendix C

MODULE IN CONTACT CENTER SERVICE

MODULE 3
COMMUNICATING EFFECTIVELY IN ENGLISH

Overview
What do you do when you want to express yourself? You
speak, don’t you? Language reflects not only the physical
you but also what you are! Hence, in order to portray the
real you, you will have to be an expert of the language
acknowledged universally – English.

Effective communication can be achieved in two actions –

learning concepts and practicing skills. They can be very
challenging and interesting especially when learning
activities are set by groups.

Communicating in English involves macro skills –

listening, speaking, reading, and writing. These skills are
needed in Contact Center Service students to step up to the
challenges and meet the work standards of CCS.

This module will help you learn communicate in English

effectively collaboratively with your peers at the same time
develop independence in learning.
 CENTRAL PHILIPPINES STATE UNIVERSITY
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San Carlos City, Negros Occidental
52

OBJECTIVES
After working on the activities in this module, you will
be able to:
analyze communication process;
communicate and listen effectively; and
use paralanguage communication cues.

SESSION 1:
In this section of the module, you will be assigned into
groups to for a pre-assessment of your English communication
skills. You are given 20 minutes to do this task. Please
encourage a maximum participation of all group members to
come up with an average performance of your group. Follow
instructions per activity for your group performance.

PRE-ASSESSMENT (Buzz Groups)

Let us first assess your entry level knowledge and skills
regarding this lesson. It is important to communicate this
information to your group mates. Listen too for their
results to be able to be aware of the group members’
strengths and weaknesses. Do this for 20 minutes.

I. SURVEY 1
Oral Communication Skills
This survey provides opportunities for you to check areas
of your oral communication skills. It is a guide to help you
diagnose your strengths and difficulties. On each item, rate
yourself on the scale of 1-10, with 10 being the highest. Do
this on a separate sheet of paper.

Elements of Parameter Rating

Oral
Communication
I do not have problems in
Consonants pronouncing any consonants or
clusters.
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San Carlos City, Negros Occidental
53

I can pronounce vowel sounds

Vowels clearly and fluently.
Syllables I can clearly pronounce syllables
and/or and grammatical endings as –d and
grammatical –ed.
endings
My word stress falls on the right
Word Stress syllables all the time.
Rhythm in I speak in a natural rhythm that
sentences does not sound abrupt or choppy.
Focus and I use emphatic stress to indicate
special key words, contrasts, (not
emphasis only/all), etc.
(Prominence)
Intonation/ My tome rises and falls in the
Pitch appropriate parts of my statement.
I do not sound monotonous.
Thought groups I pause at commas and other
and linking appropriate parts of the
statement.
Delivery (rate I am aware when to speak loud,
of speech, soft, fast, or slow.
loudness)

My Score: ________

II. SURVEY 2
WRITTEN COMMUNICATION SKILLS
For each item below, please rate your abilities in a
scale of 1-5 (5 being the highest). Do this on a separate
sheet of paper.
1 – never or almost never true for me
2 – usually not true for me
3 – somewhat true for me
4 – usually true for me
5 – always or almost always true for me
I can write a good paragraph. 1 2 3 4 5
I can use appropriate vocabulary 1 2 3 4 5
and word forms to effectively
communicate with the reader.
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San Carlos City, Negros Occidental
54

I can use appropriate punctuations 1 2 3 4 5

in my sentences.
I know how to spell words, even 1 2 3 4 5
unfamiliar ones.
I can make self-corrections on my 1 2 3 4 5
grammar.
I can write quickly in English. 1 2 3 4 5
I can edit my writing to improve 1 2 3 4 5
the wording, grammar, punctuation,
and spelling.
I can arrange my ideas logically. 1 2 3 4 5
My Score: ___________

ORAL COMMUNICATION SKILLS

SCORE LEVEL DESCRIPTION
Can vary intonation and place
76-90 Exceptional stress correctly in order to
express finer shades of meaning.
Has a clear, natural
61-75 Above-average pronunciation and intonation.
Pronunciation is comprehensible
46-60 Average even if accent is not neutralized
and occasional mispronunciations
occur.
Pronunciation is generally clear
enough to be understood despite a
31-45 Weak noticeable non-native English
speaker accent, but
conversational partners will need
to ask for repetition from time
to time.
Pronunciation is sometimes
difficult to understand by
30 and Poor conversation partners especially
below native English speakers because
of limited knowledge of tome,
stress and intonation.

WRITTEN COMMUNICATION
SCORE LEVEL DESCRIPTION
Can write clear, smoothly
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GRADUATE SCHOOL
San Carlos City, Negros Occidental
55

36-40 Exceptional flowing, complex sentences in a

logical structure which helps the
reader to easily find significant
points.
Can write clear, well-structured
31-35 Above-average sentences about a subject,
stating reasons and relevant
examples, and making an
appropriate conclusion.
Can write connected texts about
21-30 Average the same subject by linking a
series of shorter sentences into
a cohesive and coherent
paragraph.
Can write a series of simple
11-20 Weak phrases and sentences linked with
simple connectors.

10 and Poor Can write simple isolated phrases

below and sentences.

Now, with a reporter as your group representative, report

the group’s average communication level.

Now that you have assessed your group’s level of

communication skills, you may now start studying the

lessons. Keep in mind the specific areas that you need to

SESSION 2
This part of the module focuses on your speaking skills.
You will be working again in groups for listening
activities- discussions and tasks. Full cooperation among
your members is encouraged for a good output.
Note: The group facilitator must see to it that all members
will be speaking the English language during the discussion
to be able to master the target language.
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San Carlos City, Negros Occidental
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After completing the tasks set in this section, you will be

able to:
1. listen comprehensively to a recording to answer
questions;
2. differentiate hearing from listening;
3. discuss tips on how to improve listening skills and
become an active listener;
4. conduct an interview to a Contact Center services
agent;
5. transcribe the whole interview recording from beginning
to end; and
6. evaluate peer’s voice recording according to a set of
criteria.

LISTEN, TALK AND REFLECT

Task 1: Listen and Talk
1. Using a functional computer with an internet service,
follow the given URL:
http://www2.warwick.ac.uk/fac/soc/al/learningenglish/le
ap/listeningandspeaking/pronunciation/
2. Discuss the questions with your group mates and come up
with a common answer.
a. Give two reasons that make English pronunciation
difficult.
b. Choose three pieces of advice cited in the article
which you think will be helpful in improving your
pronunciation. Elaborate how these pieces of
advice can help you.
Task 2: Talk to Listen
This task will give you an opportunity to get an
insight on the life of a Contact Center Service provider.
Part 1: INTERVIEW
Step 1: Look for a person who works in the Contact Center
Services industry.
Step 2: Arrange an interview with him or her. The following
questions will serve as your guide for the
interview.
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San Carlos City, Negros Occidental
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Step 3: Conduct the interview in a place where there will be

less noise and distraction.
Step 4: Record your interview. Below are guide questions you
can use. You may add or modify the questions on the
list.
1. Describe the nature of your job.
2. How long have you been employed?
3. When at work, with whom do you communicate most
often?
4. Which communication pathway do you usually use to
communicate with your supervisor? co-workers?
customers/ clients?
5. Were there instances that you had difficulty
understanding your customer? Your supervisor?
6. What is the usual cause of the difficulty?
7. How did you resolve them?
8. What pieces of advice can you give to a student
like me who aspires to be a contact service
provider like you?
Step 5: Be sure to conduct the interview in English. Be
mindful of your pronunciation.
Part 2: THE TRANSCRIPTION
Step 6: Listen to your voice recording. Transcribe the whole
interview from beginning to end. Transcription should
be submitted together with the reflection.
Part 3: THE REFLECTION
Step 7: Listen to the recording of your interview. List or
note specific parts of the interview when you and
your interviewee did not fully understand each other.
Identify the cause (i.e., vague question, soft voice,
unclear pronunciation). Use the format below.
Instance Reason Solution

Rubric for Evaluation

CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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