August 22, 2018

ATENA A. RIVERA, Ed. D.

Principal III
Sta. Teresita National High School
Bihis, Sta. Teresita, Batangas

Madam:

The undersigned are presently conducting study entitled "EFFECTS OF

COOPERATIVE LEARNING ON GRADE 12 STUDENTS' ACHIEVEMENTS IN
GENERAL MATHEMATICS."

In this regard, may we request that we may be permitted to distribute copies of

questionnaire to our Grade 12 students in order to collect data needed for the
completion of our study.

Your permission is highly appreciated. Thank you very much.

Very truly yours,

CERBEN I. HERREA

YANA ELAINE B. AFRICA

MAY JOYCE A. EBREO

JAEZZA LEE P. MALIGO

RENIÑA A. PORNEA
Researchers

Noted by:

MA. CATHERINE T. RATIN

Practical Research Teacher

Approved:

ATENA A. RIVERA, Ed. D.

Principal III

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
 EFFECTS OF COOPERATIVE LEARNING ON GRADE 12 STUDENTS'
ACHIEVEMENTS IN GENERAL MATHEMATICS

QUESTIONNAIRE

Part I. Cooperative Learning

How would you rate the following statements on how cooperative learning affects
your students achievement in general mathematics?

Kindly use the following scale:

4-Strongly Agree
3-Agree
2-Disagree
1-Strongly Disagree

Directions: Read each statement and assess yourself by checking the

appropriate columns to indicate the extents to which you perform such indicators.

1.1 Think-Pair-Share
Indicators 4 3 2 1

1. I can work together to solve problem or answer a

question about an assigned topic.
2. I can share ideas with my classmates.
3. I can ask different kinds and levels of questions with my
partner.
4. I can discuss my own thoughts during grouped activities.
5. I can present ideas with my partner.

1.2 Direct Instruction

Indicators 4 3 2 1

1. I can easily follow the instruction given by my teacher.

2. I can understand the learning objectives for lessons,
activities and projects.
3. I can interact with others by asking more questions and
request assistance.
4. I can master a concept before moving on; concepts are
foundational building blocks that expand on each other.
5. I can gain greater amounts of knowledge in a shorter
time through direct instruction.

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
1.3 Activity Based
Indicators 4 3 2 1

1. I can enjoy solving problems through activity based.

2. I can learn to rely on my own understanding and skill-
sets and feel more confident on the topic.
3. I can analyze the task at hand.
4. I can think critically and solve problems to come to the
find learning.
5. I can developed my analytical and problems solving
skills.

Part II Students Achievement

2.1 Performance Task

Indicators 4 3 2 1

1. I can easily understand the subject.

2. I can perform well my mathematical idea through solving
problems on the front of my classmate.
3. I can create learning environment where are active
participant in creating a mathematical problem.
4. I can encourage others to accept responsibility for their
own learning.
5. I can appropriate tools and technique to gather, analyze,
and interpret ideas.

2.2 Written Output

Indicators 4 3 2 1

1. I can easily solved the problem in my own.

2. I can do my homework in my own.
3. I can jot down some important details while discussing.
4. I can do my seatwork in my own.
5. I can easily apply the formula.

2.3 Quarterly Assessment

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
 Indicators 4 3 2 1

1. I can use established accreditation criterial standard

when developing the assessment in General Mathematics.
2. I can use multiple method to assess learning outcomes
in General Mathematics.
3. I can provide information in the assessment by
describing the subject matter as fully as possible in
General Mathematics.
4. I can choose methods that allow the assessment of both
strength and weaknesses in General Mathematics.
5. I can easily answer the quarterly assessment in General
Mathematics.

Thank you for your contribution.

ix

LIST OF TABLES

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
Table Page

1 Distribution of Respondents 11

2 Demographic Profile 15

3 Taste 16

4 Juiciness 17

5 Size 19

6 Timeliness 19

7 Cleanliness 20

8 Communication Skills 21

9 Summary of the Customers’ Assessments on the Quality of 22

Food given by RandB Street

10 Food 23

11 Services 24

12 Summary of the Customers’ Assessments on the Quality of

25

Food and Services given by RandB Street

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
 x

LIST OF FIGURE

Figure Page

1 Conceptual Framework of the Study 8

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction
 TABLE OF CONTENTS

PAGE

TITLE PAGE……………………………………………………….. i

APPROVAL SHEET………………………………………………. ii

ABSTRACT………………………………………………………... iii

ACKNOWLEDGMENT…………………………………………… vii

DEDICATION……………………………………………………… viii

LIST OF TABLES ………………………………………………... ix

LIST OF FIGURES………………………………………………… x

CHAPTER

I. THE PROBLEM

Introduction………………………………………… 1

Statement of the Problem………………………… 3

Scope and Delimitation of the Study……………. 4

Significance of the Study………………………… 5

II. REVIEW OF LITERATURE: SYNTHESIS AND HYPOTHESIS

Conceptual Literature……………………………. 6

Research Literature………………………………. 8

Synthesis………………………………………….. 8

Conceptual Framework………………………….. 9

Hypothesis………………………………………… 10

Quality of Foods and Services given by RandB Street as Correlated to the

Customers’ Satisfaction