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The Republic of the Philippines

University of Southeastern Philippines

COLLEGE OF EDUCATION
Iñigo St., Bo. Obrero, Davao City

COOPERATIVE LEARNING
AND STUDENT’S PERFORMANCE

Submitted By:

Amboy, Claudine
Bolo, Evan Riddick
Salgado, Romilyn
Senarillos, Jessa
Sorrosa, Lyra
Talbo, Roche Mae
Tayaban, Jay-R
Te, Maryan

APRIL 2017
ABSTRACT

Cooperative learning activities have been a great


help in promoting students’ participation in
classroom discussion and activities. This study
aims to determine the students’ performance when
engaged in cooperative learning activities. The
result showed that 60.40% is the percentage of
individual work while 70.44% is the percentage of
group work. This concludes that the cooperative
learning expressed in group works has a great
significance in students’ performance as a whole.
INTRODUCTION

Maximizing students’ performance and making sure that


everyone in the class is doing his or her part in accomplishing shared
learning goals are two of the objectives that teachers should meet.

Cooperative learning activities have been a great help in


promoting students’ participation in classroom discussion and
activities. Students are at ease when they are given the opportunity
to share within groups, reducing anxiety in reporting or performing
individually in class.

Cooperative learning is group learning activity organized so


that learning is dependent on the socially structured exchange of
information between learners in groups and in which each learner is
held accountable for his or her own learning and is motivated to
increase the learning of others (Olsen and Kagan, 1992:8, as cited in
Richards and Rodgers, 2001). It is one of the most effective way to
motivate the students to learn since they are sociable beings.

Johnson and Stanne (2000) suggest that cooperative learning


should be absorbed in the mainstream of educational practice
because it is a theoretically-based approach which has been proved
to be highly effective in enhancing student learning and improving
social relations compared to other non-cooperative instructional
methods.

The significance of the cooperative learning in the field of


teaching varies to the teaching style of the teacher. This means that
the teacher who handles the class should be the one to initiate or
implement this kind of learning style. Moreover, the activities that
involved cooperation and collaboration makes every student
competitive as they engage themselves with people of their same
level.

According to Fedler and Brent, there are several reasons why


cooperative learning works as well as it does. The idea that students
learn more by doing something active than by simply watching and
listening has long been known to both cognitive psychologists and
effective teachers and cooperative learning is by its nature an active
method. Beyond that, cooperation enhances learning in several
ways. Weak students working individually are likely to give up when
they get stuck; working cooperatively, they keep going. Strong
students faced with the task of explaining and clarifying material to
weaker students often find gaps in their own understanding and fill
them in. Students working alone may tend to delay completing
assignments or skip them altogether, but when they know that others
are counting on them, they are motivated to do the work in a timely
manner.

Student’s performance is one of the greatest source of grades


the teacher can gather. It reflects the students as who they are and
what are their views in life. Since most of students are born sociable
they naturally involve themselves in groups rather than to be alone.
The same as well in classroom activities. The comparison between
the two engagements, individual work and group work is the results.
Students who are engaged in group work tends to be more
competitive rather than students who work alone. According to Fedler
cooperative learning is an approach to group work that maximizes
the learning and satisfaction that result from working on a high-
performance team.

This study will impost cooperative learning as a solution to help


the students in learning faster than working in individuals. Thus,
making every classroom a student-centered one and setting a
student friendly atmosphere.

PURPOSE

This study aims to determine if implementing cooperative


learning activities in the classroom would maximize students’
performance. Specifically:

1. Determine the students’ involvement and attitude towards


cooperative learning activities.
2. Determine the students’ performance before the
implementation of cooperative learning activities.
3. Determine the students’ performance after the
implementation of cooperative learning activities.
4. Determine whether implementing cooperative learning
activities is an effective intervention in improving the
students’ performance in the classroom.

METHODS

This classroom action research quantitatively and qualitatively


determined cooperative learning was an effective intervention used in
improving the students’ performance of 120 Grade 7 students in Sta. Ana
National High School. This study used random sampling method wherein
only 15 students from 8 sections were chosen as participants of this
study. These students were not informed that they were being observed as
the participants of the study.

These students were asked to answer the 18-item Cooperative


Learning - Student Survey derived from the Internet
(https://uncc.surveyshare.com/template/410/Cooperative-Learning-
Student) which is used to determine the students’ involvement and
attitude towards cooperative learning activities. In items 1, they circled
the number corresponding to how many times they were involved in a
cooperative learning and in item 2 is on how positive or negative their
cooperative learning experiences were. In item 3, they circled Yes or No
if they usually find their selves in a position of leader. In items 4, 5, 6,
and 7, they circled how easy or difficult for them to communicate their
thoughts and opinions, agree on a time to meet and location, as well as on
project decisions. In item 8, they circled if cooperative learning is
effective, not too effective, and not at all effective. In item 9, 10, 11, 12,
13, 14, and 15, they circled on how strongly they agree or disagree if they
enjoy working cooperatively with others, if cooperative learning helped
them understand course materials, if they prefer courses that have
cooperative component, if they get along with other team members, if
they prefer to have leadership roles, if cooperative learning is helpful
training for post-educational work, and if cooperative training helped
them to learn to work effectively in groups. In item 16, they circled the
size of the team they prefer working in. In items 17 and 18, they list what
do they like and don’t like most about working on group/team projects.

This study made use of cooperative learning activities to maximize


students’ performance. Cooperative learning encourages students to work
in groups and teams. The core aim of this is to achieve a specific task.
According to Marzano, Pickering, and Pollock 2001, cooperative learning
can lead to a gain as high as 28 percentiles in measured student
achievement (Marzano, Pickering, and Pollock 2001). The students’
performance was based on their grades from the three randomly selected
paper and pen test and cooperative learning activities chosen by the
researchers.

FINDINGS AND RESULTS

This chapter presents the results and discussions of the


experiment conducted by the eight practicum teachers of Sta. Ana
National High School.

Table 1 shows the overall percentage of 120 students’ scores


both in individual aand group work.

Level of Students' Performance


70.44%

60.40%

Individual Tasks Cooperative Learning Activities

Table 1. Student’s Level of Performance

This shows that 60.40 % which indicates individual work is


lower compared to the cooperative learning activities with 70.44%.
These graph shows the significance of cooperative learning.

Table 2 shows the data of grades of the grade 7 Cattleya.


These were the results of their individual work and group work.

Cooperative
Before Tota Final
Learning Total Final
Intervention l Score
  Activities Scores Score

Total Score 10 20 10 40 100% 20 20 15 55 100%


ABANGON, YONG 10 10 8 28 70 15 15 10 40 73
ABANGON, HANNIYAH 11 17 8 36 90 15 12 12 39 71
ALEJANDRE 6 10 8 24 60 14 15 11 40 73
AMPOLOGUIO 8 10 7 25 63 15 15 11 41 75
ANGUADO 9 14 5 28 70 17 13 12 42 76
CUBA 8 13 6 27 68 16 14 11 41 75
DOMIN 10 14 8 32 80 15 14 13 42 76
JALADIL 4 15 8 27 68 15 17 13 45 82
LAROGA 6 15 7 28 70 15 16 10 41 75
LAROGA 10 12 7 29 73 16 19 15 50 91
LUSATON 8 13 6 27 68 15 15 13 43 78
MOHAMAD 7 14 6 27 68 16 16 11 43 78
OLOVES 9 10 7 26 65 17 17 14 48 87
SABANI 5 11 8 24 60 18 17 13 48 87
TIMBAL 6 14 5 25 63 17 15 11 43 78
Average 7.8 12.8 6.93 27.5   15.7 15.3 15 46.1  
7.
  8 13 6.9 16 15 12
  69.06% 78.33%

Both Individual work and cooperative learning activities were


anchored to this study. This study aims to utilize cooperative learning
to maximize the students performance. Cooperative learning gives
the students an interactive learning not just between the teacher but
also with his/her classmates. With this study I picked up 15 students
from my class in Grade 7 Cattleya.

The first lesson I did was about “Verbal Analogies”, I


discussed to them briefly the lesson and then I gave them an
individual work. After that they gained an average 7.8 out of 10.
Then, I gave them an activity. This time I divided them by 5. We did a
quiz bee and it turned out to be an enjoyable one. They gained an
average of 15.7 out of 20.

The second lesson I did was about “Context Clues”, again I


discussed to them briefly and conducted an individual work. They
need to guess the unfamiliar words individually. The average is 12.8
out of 20. After that we also did a group activity, we did a quiz bee to
test their knowledge. They need to help one another to choose the
best answer. The average is 15.3 out of 20.

Lastly, I descussed to them “Prepositions” the same thing I


did, I discussed and then conducted a short quiz individually. They
need to fill in the blanks. The average is 6.9 out of 10. After that we
have an activity right now its going to be Role playing. They practiced
for about 10-15mins and then they performed well. The average for it
is 15 out of 15.

The total average for individual work is 69.09%. However, group


work has a total of 78.33%. These shows the significance of working
in groups compared to be working individually.
CONCLUSION

RECOMMENDATION

REFERENCES

Hossain, A. et. Al (21 October 2013). Effects of Cooperative Learning on


Students’ Achievement and Attitudes in Secondary Mathematics
. Retrieved from
http://www.sciencedirect.com/science/article/pii/S1877042813033259 on
April 2017.

Reed, Z.. Collaborative Learning in the Classroom (2014). Retrieved from


http://www.westpoint.edu/cfe/Literature/Reed_14.pdf on April 2017.

Herrmann, K.. The Impact of Cooperative Learning on Student


Engagement: Results from Intervention (2013). Retrieved from
http://cul.au.dk/fileadmin/CUL/Dokumenter/Forskning/Kims_artikel_om_C
ooperative_Learning.pdf on April 2017.

Drakeford, W.. The Effects of Cooperative Learning on the Classroom of


Students Placed at Risk for Societal Failure (2012). Retrieved from
http://files.eric.ed.gov/fulltext/ED535720.pdf on April 2017.

Tsay, M. et al. A Case Study of Cooperative Learning and Communication


Pedagogy: Does Working in Teams Make a Difference? (201). Retrieved
from http://files.eric.ed.gov/fulltext/EJ890724.pdf on April 2017.

2004. Cooperative and Collaborative Learning. Retrieved from


http://www.thirteen.org/edonline/concept2class/coopcollab/ on March 2017.

2001. Theoretical Foundations of Cooperative Learning . Retrieved from


http://www.aect.org/edtech/ed1/35/35-04.html on March 2017.

Dotson, J. (2001) Cooperative Learning Structures Can Increase Student


Achievement. Retrieved
fromhttps://www.kaganonline.com/free_articles/research_and_rationale/incr
ease_achievement.php on Arpil 2017.

REFLECTION

As a teacher it is such a big help to know this kind of study. I realized


that cooperative learning activities build the students to be more
sociable, dependable and responsible. It is always been the joy of the
teacher to know what kind of learning style his/her students have, so
that he/she could extend his very best to help.
Knowing this study makes me grow as a teacher. I , sometimes,
overlook the value of cooperative learning and stick to the traditional
one. I realized that learning is not always about the paper and pen
principle but to the creativity, excellence and the talent our students
have. This pave the way for the modern way of teaching and dealing
to the students who are mellenials.

I am deeply encouraged with the study and makes me more eager to


do more creative and unique activities. One activity in a classroom
can change a student forever.

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