Perception of Grade 11 IT - 111 Students

Towards Participation in Group

Activitieshahahaah

A research Paper Presented for the Faculty

of STI College Las Piñas

In Partial Fulfillment
of the course requirements in
Practical Research

Submitted by:
Name
Name
Name
Name
Name
Name
JUNE 2022
 ACKNOWLEDGEMENT

Our group wanted to thank our Practical Research teacher Sir

Bryan Rosano for accepting and helping us with our title. And I wanted
to thank my group or my group mates for doing a good job on doing
their part. I , Paolo Aguilar. The leader of the group. Wanted to thank
everyone that cooperated and helped this group.
 ABSTRACT

As the leader of the group. It has been very difficult for me especially when
thinking or coming up with a title for the very first time as I should be careful and
be sure of what we would think of. And I am not the only one that had a hard time
with this task/project. And it’s hard for my group mates as well.
 TABLE OF CONTENTS

CHAPTER I - THE PROBLEM AND ITS LITERATURE

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Review of related literature and studies: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Foreign literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Local literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Foreign studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Local studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Theoretical framework OR Conceptual framework: . . . . . . . . . . . . . . . . . . . . 3
Research paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Statement of the problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
General Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Specific problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Assumption of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Scope and delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Significance of study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Definition of terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CHAPTER II - METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Gathering and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER III – PRESENTATION, ANALYSIS, AND INTERPRETATION

Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CHAPTER IV – SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCE LIST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 CHAPTER ONE
THE PROBLEM AND ITS LITERATURE

INTRODUCTION

The members of this group decide to choose this topic because some students are
not into socializing and getting along with their classmates. Which then leads to
miscommunication and giving them a hard time cooperating when being grouped by an
activity or having extracurricular school work.

REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE

Cooperative learning promotes a method of instruction in which students

collaborate in small groups to achieve a common goal. Collaboration and cooperation are
sometimes used interchangeably, but they are not the same thing. Cooperation can be
achieved if all participants do their parts separately and report back to the rest of the
group, whereas collaboration requires direct interaction among the students in the group
(Ramos & Pavón, 2015).

In general, cooperative learning instructors are more active in their interactions

with groups than collaborative learning instructors, some of whom keep their "hands off"
the groups. Some university-level collaborative learning instructors use a laissez-faire
leadership style, while others typically act as a constant silent observer ready to offer
support when needed—while taking care not to deprive students of ownership of their
learning. Cooperative learning instructors are typically inclined to use either a democratic
("guide on the side") or benevolent directive ("meddler in the middle") style. Neither
approach uses a "sage on the stage" style, but the degree of instructor guidance in
cooperative learning is greater than in collaborative learning (Davidson & Major, 2014).

Providing an opportunity for students from diverse backgrounds to collaborate and

rely on one another to complete tasks and learn to respect one another can improve
students' understanding. Providing opportunities for students to collaborate cooperatively
can have an impact on learning outcomes. Interaction between students can motivate
learning activities and make it easier for students to understand the material, resulting in a
more meaningful learning experience (Widyasari et al., 2022).

LOCAL LITERATURE

A team is considered effective, according to Alafriz et al. (2014), if a dignified

work relationship is maintained within the group. Filipino workers place a high value on
their individuality and expect a competent work team to maintain dignified work
relationships in which sensitivity and reciprocity boost their individual self-worth. The
ability to maintain a culture of trust, respect, and open communication in the face of
workplace differences and challenges is a desirable trait. Coming to meetings prepared,
meeting expectations, communicating transparently to avoid suspicions of hidden
agendas, and acknowledging the merits of team members' ideas or contributions, no
matter how limited or weak, are some manifestations of dignified work relationships. It
was fascinating to see how the respondents were able to come up with creative ways to
preface their criticism of an idea in order to avoid losing face and upholding the dignity of
the other person. "Maganda and exciting ang idea mo, pero baka magka-problem tayo
dyan..." (Your idea is good and exciting, but we might run into a problem with it...).

According to De Vara & Marasigan (2020), Group performance can cause a

variety of issues while also having a positive impact on students who experienced this
way of teaching. Students develop student interactions and make new friends as a result
of their social relationships. In contrast, there was a lack of trust among group members
when it came to assigning tasks, and an overly competitive environment was developing.
The majority of the students established good communication within the group,
teamwork, collaboration, and brainstorming during the task's execution, all of which are
core concepts of cooperative learning. However, there are some free riders;
procrastination of tasks, the ideal number of groups, and a lack of self-esteem become
barriers to participation in brainstorming activities for low-achieving students. Students
become more engaged in their studies, develop critical thinking skills, and learn time
management. They were able to outperform their own learning capacity. Despite the
various benefits of group performance, some students prefer to learn traditional teaching
concepts such as whole-class discussion. Performing as a group had an effect on the
students' social relationships, task execution, and thought process.

Students' active participation in classroom discussions is always encouraged in

order to strengthen not only their cognitive ability but also their affective and
psychomotor domains. Students participate in problem solving, brainstorming,
developing their own questions, debating ideas, and expressing their views on debates.
Giving them the opportunity to participate in team exercises strengthens their ability to
become leaders and be responsible for completing their assigned tasks. As a result, a
cooperative learning approach may provide learners with a better opportunity to grow and
achieve course objectives as well as student outcomes (Laguador, 2014).

FOREIGN STUDIES

A study conducted by Smith et al. (2011) shows that a higher percentage of

negative comments provided by online students gives support to the statistically
significant difference in the groups' abilities to overcome logistical concerns. There were
two commonly occurring themes, distinct to each setting, in each environment: a) in face-
to-face, Task delegation, and Feedback, and b) in online, Participation (comments,
negative, about a group member's contributions) and Personal sentiments about working
ingroups (venting and objecting about online group work). Students in both the face ‐to ‐
face and online portions reported communication and logistical difficulties when
completing complex design assignments.

Per the findings, the majority of the students' group work experience benefited
learning, particularly in terms of academic knowledge. Three critical prerequisites for
group work (learning, study-social function, and organization) that serve as a successful
pedagogy and an incentive for learning were identified and explored. All three
abstractions either aided or hindered university students' learning and group work
experiences. We were able to add fresh knowledge and understanding of the essence of
successful group work in higher education by listening to university students' voices and
interpreting their experiences and concepts. Furthermore, the students' arguments for why
some group projects result in pleasant experiences and learning while others do not (Eva,
2014).

Students who use cooperative learning strategies can improve their performance.
Students can not only improve their understanding of the topics taught, but they can also
use new knowledge gained from cooperative learning to solve problems with greater
confidence. Cooperative learning should thus be practiced and encouraged in subjects.
According to the findings, cooperative learning methods are effective in increasing
understanding and problem-solving skills, as well as creating excitement to learn while
strengthening social relationships between students and teachers (Mahamod &
Somasundram, 2017).

LOCAL STUDIES

Camba et al. (2017) conducted a study on this topic. The researchers discovered
that when respondents are learning or working collaboratively, they enjoy and have a
positive mindset or attitude. When working with their respective groups, the majority of
respondents report having a positive experience.

Cooperative learning also develops honest future leaders through experiences that
cultivate their leadership skills, such as dedication and commitment to serve the group. It
is also everyone's responsibility in the academic community to provide an outcomes-
based environment that helps shape the character and values of the students. The
management's support in providing resources to sustain the implementation of outcomes-
based education is critical to success. Students' cooperative learning outcomes are an
important product in the effort to provide quality education for the world's future leaders
(Laguador, 2014).

Using a mixed-methods research design, the researchers discovered that

participants had positive attitudes toward the cooperative learning approach with some
reservations, which tends to confirm the effectiveness of cooperative learning. The
students preferred cooperative learning because of the small group size, the activity's
ability to capture their attention and compel them to participate, and the activity's
potential to help them better understand the lesson. Cooperative learning appealed to
learners not only because of the high level of participation and interaction, but it also
encouraged learners to be more sensitive to one another, make more effective decisions,
and achieve more as a group (Gonzales & Torres, 2016).
THEORETICAL FRAMEWORK

In a thesis or dissertation, a theoretical framework is a section where the writer evaluates

or discusses the most relevant theories to their study.

In schools and postsecondary institutions, group learning, also known as

collaborative learning, cooperative learning, peer learning, community learning, and
constructive learning, has become commonplace (Ward and Masgoret, 2004). It's thought
to give a more pleasant and helpful learning atmosphere than solitary work (Gupta, 2004;
Schofield, 2006). Schofield (2006) states that group learning enhances critical thinking
abilities, individual accountability, reasoning and positive interdependence, problem-
solving tactics, and topic knowledge internalization. Students are separated into small
groups to gain content information, investigate or discuss a given topic, complete cases,
projects, and group assignments, answer a few hard questions, exchange ideas, and share
some insights with group members in group learning (Holter, 1995; Porter, 2006).
According to Porter (2006), students who work in collaborative groups obtain greater
results and are happier with their learning experiences than those who do not.

It is based on constructivism, which promotes genuine conversation, which

encompasses discourse and investigation, talking and listening, questioning, debate,
conjecture, and sharing. Constructivism encourages active rather than passive learning,
cooperation rather than competition, and community over isolation (Cross, 1998; Gross,
1993). Working in a group is more difficult than working alone because individuals must
collaborate with one another (Campbell and Li, 2006). Students must complete work as a
group with shared grades in a group project. The group's performance is used to calculate
each individual's grade. The goal of group work, according to Campbell and Li (2006), is
to strengthen students' awareness of cooperation and to enable them to develop abilities in
coordination, collaboration, contribution, sharing, and devotion.

It also helps students with retention, sharing of knowledge, and counseling for
cognitive, physical, social, and emotional issues, as well as improving their
intercommunication skills (Porter, 2006). However, a variety of factors impact group
relationships, including members' perspectives, attitudes, and desire to collaborate and
contribute as a team. The views and attitudes of group members have an essential effect
on the result of group activity. Most students may enjoy group work in which they may
discuss academic matters, but they may despise it in which all members receive the same
grade regardless of their participation. To many participants, this type of practice puts
bright and hardworking students at unfair disadvantage and rewards dull and lazy ones,
and promotes laziness and irresponsibility at the sacrifice of the efforts of hardworking
students (Campbell and Li, 2006).

https://files.eric.ed.gov/fulltext/EJ1156259.pdf

Research paradigm:

Input Process/Methodology Output

• Perceptions of selected High • Evaluation through the use • Perception of Grade 11 IT -

School Students of respondent’s 111 Students Towards
opinions/qualitative Participation in Group
• The levels of questionnaires Activities.
communication students are
using

Feedback:

The input describes the levels of communication used by the selected high school
students that give insight into their groupmate’s activity while cooperating with the
group. The process/methodology involves the use of interview questionnaires to come up
with the output through analysis and evaluation. The study's outcome refers to the result
of observations of selected high school students’ communication and cooperation in their
assigned groups for group work.

Statement of the problem:

 This study aims to ask students their opinion when doing individual or group
activity whether they prefer to work alone or with a group.

General Problem:

Can this help or be a burden when being grouped or being paired with a classmate.

Specific problems:

1. Will the students be able to overcome their fear of shyness or embarrassment when
being forced to talk to other students when being grouped by an activity?

2. Will this title help students be more confident when talking towards their
groupmates or classmates?

Assumption of the study:

The purpose of this study was to investigate the students' perceptions of their group
work experiences in an online course in a formal learning context. We also sought to
identify strategies that can be implemented to assist students in completing group work
online. In this paper, we report the results of our study. We begin by describing some of
the literature that guided the study. Next, we present the methods used, including
participant information, the context for the study, data collection, and data analysis. We
conclude with a discussion of the findings and implications for future research and
practice.

Online group work is an instructional strategy that is becoming increasingly

popular (Bonk, Lee, Liu, & Su, 2007). Online group work is defined as students working
together as a small group, “executing simultaneous, collaborative work processes through
electronic media without regard to geographic location” (Chinowsky & Rojas, 2003: 89).
The group work that takes place in online courses thus ranges from participation on a
discussion board to working in small groups as part of the learning process. Students in a
small group may also work with other students to complete a group project, such as
writing a paper or developing a product through discussion, negotiation, and feedback in
an online learning environment.

Online group work requires considerable interaction among group members. Yet current
Web-based learning environments may not fully support opportunities for social
interaction (Bonk et al. 2007; Kirschner & Van Bruggen, 2004), psychologically or
technically. Text-based tools restrict interpersonal conversation to the exchange of text-
based communication (as opposed to verbal communication) (Krejins & Kirschner,
2004). For some learners, the failure to express feelings, opinions, and describe situations
can create significant barriers to communication. Technological challenges (e.g., slow
connection speeds, lost connectivity) may also deter communication between group
members making collaboration difficult.

Scope and delimitations:

The research directs the perception of high school students: towards classmates on
how they cooperate during group works or how they communicate with each other. The
study and interview covered 10 selected respondents through the use of online forms.

Personal information collected and further more information of all respondents

shall be strictly confidential and will only be used to propose recommendations.

Significance of study:
This states the results of the garnered whole duration of the study will exceptionally
significant to the following

Students:
The Students benefit here so that it can lessen their jobs and lessen their
workloads when everybody in their assigned group is working and contributing.

Teacher:
The Teacher can grade each student or individual a fair grade for all of them
contributed, The teacher would also grasp what kind of deep thinking or like ideas that is
coming to one’s mind.
Researchers: The researchers would be able to construct more ideas and more
information if all of the members cooperate and contribute their own ideas to further
enhance their work.

Definition of terms:

Advantage:

Our group allows for more ideas to be shared. the ability to gather several
different perspectives and possible approaches, you will be able to accomplish a more
successful project. The fact that members can bounce around concepts makes group work
highly advantageous.

Dis-advantages:
Sometimes we may not get the desired feedback from some individuals.
Some people always agree with whatever the dominant idea of the group tends to be,
creating the “yes” person who doesn’t contribute anything to the group.

Communication:
Critical in a child’s development and future learning. The communication
skills that students learn at school are fully transferable and essential across all aspects of
life.

Benefits:
When working as a team, students learn how to listen to their leaders and
coaches in order to perform their individual roles.

The way in which a student speaks to other group members demonstrates

her level of understanding and respect for others.

Teamwork teaches students how to respectfully and confidently express

their ideas and opinions effectively in a group setting.
 CHAPTER TWO

METHODOLOGY

RESEARCH DESIGN

The plan of the researchers is to ask questions and give surveys to the respondents
that are willing to participate in the given questionnaire. The data given by the
respondents will be observed, collected and will serve as their reaction towards the topic.

RESEARCH LOCALE

This study will be conducted entirely online. The questionnaire will be distributed
through Google forms to selected STI College Las Pinas IT students. The online
questionnaire was chosen by the researchers because it is easy for students to use and
takes little time.

RESPONDENTS OF THE STUDY

The respondents of this study are Senior High students of STI College Las Pinas,
The respondents of the study had an experience about how they cooperate during group
works or how they communicate with each other, respondents will be only 10 - 15
including Grade 11 that are enrolled in Academic track First semester of the School Year
2021-2022.

SAMPLING TECHNIQUE

The perception of Grade 11 IT-111 students towards participation in group

activities was investigated using convenience sampling. One of the main types of non-
probability sampling methods is convenience sampling. It is the first primary data source
offered for research purposes that does not require any additional requirements. This
sampling process involves locating participants wherever the researcher can find them,
which is usually wherever it is convenient for the researcher. Prior to subject selection, no
inclusion criteria were identified in the convenience sampling. All respondents are invited
to participate (Saunders et al., 2012).
RESEARCH INSTRUMENT

The researchers will be using google forms in order to conduct their research based
on the answers that the respondents will give. The response that would be given to us will
serve the results that is given by the group.

DATA GATHERING AND PROCEDURE

We have gathered this information onto different people and students for us to
further have more information. If a lot of people have these problems we have done this
by having forms and asking some people if they’d have similar situations. We made a
form to ask some students or people to give us feedback about the given situation.

CHAPTER III
 PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter focuses on the presentation of the findings, analysis, and interpretation of the data
and information obtained from the respondents.
This chapter presents, analyzes, and interprets the data gathered from the respondents using
questionnaires. The researchers sought to answer the following questions:

Table 1 presents the answers of the respondents to the interview question 1.

REFERENCES

Alafriz, C., Calleja, M., Hechanova, G., & Pesigan, I. J. (2014). A Model for
Filipino Work Team Effectiveness. Retrieved from
https://www.researchgate.net/publication/271217950_A_Model_for_Filipino_Wor
k_Team_Effectiveness

Camba, F. D. M., Baleriado, H. M. P., & Morallos, D. C. (2017).

COLLABORATIVE WORK: A LEARNING STYLE AS PERCEIVED BY THE
GRADE 11 STUDENTS OF CITY OF BACOOR SENIOR HIGH SCHOOL –
SAN NICOLAS, www.academia.edu. Retrieved from
https://www.academia.edu/34039887/Collaborative_Work_A_Learning_style_as_
Perceived_by_the_Grade_11_students_of_CBSHS_San_Nicolas

Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning,

collaborative learning, and problem-based learning. Journal on Excellence in
College Teaching, 25(3 & 4), 7-55. Retrieved from
http://www.sun.ac.za/english/learning-teaching/ctl/Documents/Davidson
%202014%20BoundaryCrossings.pdf

De Vara, J. L., & Marasigan, A. C. (2020). Filipino Grade 12 Students Lived

Experiences in Group Performance. International Journal of Research Publication
47(1). Retrieved from http://ijrp.org/paper-detail/975

Eva, H. C. (2014, March). Group work as an incentive for learning – students’

experiences of group work. Retrieved from
https://www.frontiersin.org/article/10.3389/fpsyg.2014.00558

Gonzales, W. D. W. & Torres, P. L. (2016). Filipino ESL Learners’ Attitudes

Toward Cooperative Learning and their Relationship to Reading Comprehension.
TESOL International Journal, 11(2), 70-90. Retrieved from
https://files.eric.ed.gov/fulltext/ED571834.pdf

Laguador J. (2014). COOPERATIVE LEARNING APPROACH IN AN

OUTCOMES-BASED ENVIRONMENT. International Journal of Social
Sciences, Arts and Humanities. 2. 46-55. Retrieved from
https://www.researchgate.net/publication/311412271_COOPERATIVE_LEARNI
NG_APPROACH_IN_AN_OUTCOMES-BASED_ENVIRONMENT

Mahamod, Z. & Somasundram, B. (2017) Effectiveness of Cooperative Learning

on the Achievement and Motivation of the Student in Learning Malay Language.
Creative Education, 8, 2438-2454. Retrieved from
https://www.scirp.org/pdf/CE_2017121917070268.pdf

Ramos, M. C., & Pavón, V. (2015). Developing cooperative learning through tasks
in Content and Language Integrated Learning. Multidisciplinary Journal of
Educational Research, 5(2), 136-166. Retrieved from
https://www.researchgate.net/publication/281509327_Developing_Cooperative_Le
arning_through_Tasks_in_Content_and_Language_Integrated_Learning

Saunders, M., Lewis, P., & Thornhill, A. (2012). Research methods for business
students. Harlow: Pearson.

Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D.
(2011). Overcoming student resistance to group work: Online versus face-to-face.
Internet and Higher Education, 14, 121-128. Retrieved from
https://www.researchgate.net/publication/222049251_Overcoming_student_resista
nce_to_group_work_Online_versus_face-to-face

Widyasari, A., Anggito, A., Nawangsari, N. S., & Pujiastuti, P. (2022). Efforts to
Increase Science Learning Outcomes by Increasing Interaction Between Students
in Learning. Retrieved from https://doi.org/10.2991/assehr.k.220129.031