Increasing the Level of Academic Performance in TLE of the Grade 8 Falcon Students of Mapandan National High School Through

Cooperative Learning S.Y. 2016 - 2017

INCREASING THE LEVEL OF ACADEMIC PERFORMANCE

OF THE GRADE 8 FALCON STUDENTS OF MAPANDAN
NATIONAL HIGH SCHOOL THROUGH
COOPERATIVE LEARNING
S.Y. 2016 - 2017

Submitted to
The Faculty of the Graduate School
Lyceum Northwestern University
Dagupan City

In Partial Fulfillment
Of the Requirements for the Degree
Masters in Education

Mila E. Bravo
Researcher

DR. ROSALINO T. AGPALO, JR.

Adviser

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Increasing the Level of Academic Performance in TLE of the Grade 8 Falcon Students of Mapandan National High School Through
Cooperative Learning S.Y. 2016 - 2017

October, 2016

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Cooperative Learning S.Y. 2016 - 2017

ACKNOWLEDGEMENT

The researcher encountered many problems and difficulties in writing this action

research, however through her patience, determination and assistance from others and

most of all to her faith in God, this simple study was successfully completed.

The researcher wishes to acknowledge with all the sincerity and appreciation the

following significant people who made this action research possible.

To the dean of the Institute of Graduate and Professional Studies for his guidance

and encouragement to finish the action research.

To Dr. Rosalino T. Agpalo, Jr., the researcher’s dedicated adviser and mentor for

his boundless patience, great motivational spirit, untiring and selfless devotion to action

research and his action research students. She is also grateful for his constructive

criticisms for the improvement of this study and positive challenges that make her strive

better.

To the School Head of Mapandan National High School, for allowing the

researcher to conduct the study.

To the student-respondents who willingly and wholeheartedly shared their

precious time completing the activities.

To all the researcher’s significant others who assisted her in the finishing of the

study.

Above all to the Almighty Father who provided me health, strength and wisdom in

the undertaking of this task in spite of all odds.

And lastly, to those whose names were not mentioned but have greatly helped one

way or another to finish this endeavor, thank you very much and God Bless.

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Table of Contents
Page
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Introduction……………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Literature Review……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Research Questions …... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scope and Limitation …... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Research Methodology….. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Timetable/Gantt Chart…. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Cost Estimates…….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Plans for Disseminations/Advocacy. . . . . . . . . . . . . . . . . . . . . . . . 12

Results and Discussions…….. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Conclusions …….. . . . . . … . . . . . . . . . . . . . . . . . . . . . . . . . 17

Recommendations …….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

References ……….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Appendices ……….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

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List of Tables

Table Page
1 Cost Estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2 Gender Profile of Respondents. . . . . . . . . . . . . . . . . . . 13
3 Pre-test Exam Result .... . . . . . . . . . . . . . . . . . . . . . 14
4 Post-test Exam Result ……... . . . . . . . . . . . . . . . . . . 15
5 Pre-test and Post-test Result Mean . . . . . . . . . . . . . . . . 16
6 Analysis of Variance …….... . . . . . . . . . . . . . . . . . . 17

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List of Figures

Figure Page
1 Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . 10

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ABSTRACT

Title: Increasing the Level of Academic Performance of the Grade 8 Falcon Students of

Mapandan National High School Through Cooperative Learning S.Y. 2016 - 2017

Researcher: Mila E. Bravo

Course: Master in Education major in TLE

Name of Institution: Lyceum Northwestern University Institute of Graduate and

Professional Studies, Dagupan City

Adviser: Dr. Rosalino T. Agpalo, Jr.

The study aimed to increase the level of academic performance of the grade 8

Falcon students of Mapandan National High School through cooperative learning, school

year 2016 – 2017. Student respondents in the study were the 55 grade 8 students under

the researcher’s TLE class for the school year 2016 – 2017.

The researcher used pre-test and post-test exam to gather data. The frequency,

percentage, mean and analysis of variance were used in treating the data and in

determining the respondents level of academic performance in TLE class.

In the study’s quest related to the results of the pre-test and post-test, it was

showed that most of the students’ level of academic performance fall under Satisfactory

and Outstanding level respectively.

In reference to the analysis of variance results, it reveals that there is a significant

difference between pre-test and post-test results in terms of the level of academic

performance of the respondents. Thus, an implication that the intervention used, the

cooperative learning is effective.

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 Increasing the Level of Academic Performance in TLE of the Grade 8 Falcon Students of Mapandan National High School Through
Cooperative Learning S.Y. 2016 - 2017

INCREASING THE LEVEL OF ACADEMIC PERFORMANCE IN TLE OF THE GRADE

8 FALCON STUDENTS OF MAPANDAN NATIONAL HIGH
SCHOOL THROUGH COOPERATIVE LEARNING
S.Y. 2016 – 2017

I. INTRODUCTION

In order to deliver the lesson effectively by each teacher, the teachers must

have sufficient knowledge about their diverse students, in addition to the

knowledge about the subject and appropriate methods of teaching. Modern

researcher indicates that if proper and suitable methods and techniques are

used, even the students of less intelligence can easily learn. Modern

researchers indicate four models of instruction that can lead to high student

achievement. These include Direct Instruction, Cooperative Learning, Mastery

Learning and Project – Based Instruction (Sadker and Sadker, 2007).

Most of the classrooms in a public school setting have students with a

varied range of capabilities, but all are directing toward the same goal –

graduate to studies. Students learn and understand Technology and Livelihood

Education in a variety of different ways, the reason why teachers nowadays

have the sometimes-difficult task of trying to identify which approach or

strategy works best for each individual student.

Academic performance of each student in every class is manifested

through the results of the students’ quizzes, exam, activities and practicums.

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For many instances, students can learn better if employed with different

strategies that can address their diversity as learners. The outcome of the

strategies used by teachers will manifested on the students’ achievement and

academic performance in class.

The goal of this study is to increase the level of academic performance of

the Grade 8 Falcon students in Mapandan National High School school year

2016 – 2017 through cooperative (small group) learning based on the results

of the pre – test and post – test exam. Mapandan National High School is just

a walk distance from the recreational plaza, internet café and other amenities

that strongly distract the performance level of the students.

Most of the class has been believed to be influenced by their peers and

will be embedded in their mind pattern until college and ultimately to their

inclination and journeys in life. Other students had just the struggles in boosting

their time as their subject related activities grows in bulk.

Moreover, the researcher’s intention is to utilized the cooperative (small

group) learning to increase the level of academic performance of the Grade 8

Falcon students in Mapandan National High School school year 2016 – 2017.

Cooperation is working together to accomplish shared goals within

cooperative situation. Individuals seek outcomes that are beneficial to

themselves and to all other group members. Cooperative learning is the

instructional use of small group groups so that students work together to

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maximize their own and each other’s learning (Johnson, Johnson & Holubec,

2008). The terms group learning and cooperative learning are often used as if

they mean the same thing. In fact, group means several students working

together and working together does not necessarily involve cooperation.

Cooperative learning is an arrangement in which students work in mixed ability

groups and are rewarded on the basis of the success of the group as a whole

(Woolfolk, 2001).

II. LITERATURE REVIEW

The researcher presents the literature and studies related to the present

research in order to attain a much wider concept and understanding of the

study to be conducted.

Cooperative learning also known as small group learning is an instructional

strategy in which small groups of students work together on a common task. It

also changes students’ and teachers’ roles in classroom. The ownership of

teaching and learning is shared by groups of students, and is no longer the

sole responsibility of the teacher. The authority of setting goals, assessing

learning, and facilitating learning is a shared responsibility of all. In addition,

through cooperative learning, the students have more opportunities to actively

participate in their learning, question and challenge each other, share and

discuss their ideas, and internalize their learning. Cooperative learning also

helps students engage in thoughtful discourse and examine different

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perspectives, and it has been proven to increase students’ self – esteem,

motivation, and empathy resulting to higher level of their academic

performance. It can also use in any class at any level with any subject area.

Can also works well when it is part of the culture of a classroom, and when

students are familiar with working together and know what is expected of them.

Cooperative learning has also been found to be a successful teaching

strategy at all levels, from pre-school to post-secondary. The developmental

characteristics of middle school students make cooperative learning a good fit

of teaching strategy for the needs of the students. Young adolescents need to

socialize, be a part of a group, share feelings, receive emotional support, and

learn to see things from other perspectives. Cooperative learning groups do

not separate students on the basis of class, race, or gender and the goals of

schools are consistent with the goals of cooperative learning theories. It is a

peer-centered pedagogy that promotes academic achievement and builds

positive social relationships (Sapon-Shevin, et. al., 2008).

In cooperative learning, activities are carefully structured learning activities

in which students are held accountable for their contribution, participation and

learning. Students are also provided incentives to work as team in teaching

others and learning from others (Slavin, 2005).

Moreover, according to David Johnson and Roger Johnson (2009), positive

interdependence, face to face interaction, individual and group accountability,

group behaviors and group processing are the five elements that allow

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successful small group learning. On the other hand, releasing the control of

learning, managing noise levels, resolving conflicts and assessing student

learning are some of the identified challenges when using cooperative learning.

Furthermore, some research cited that organizing students in cooperative

learning groups can lead to a gain as high as 28 percentiles in measured

student’s achievement (Marzano, et. al., 2001). Parallel with that, cooperation

typically results in higher group and individual achievement, healthier

relationships with peers, more metacognition, and greater psychological health

and self – esteem. When implemented well, cooperative learning encourages

achievement, student discussion, active learning, student confidence, and

motivation resulting to their higher level of academic performance.

Students’ academic gain and learning performance is affected by

numerous factor including gender, age, teaching faculty, students schooling,

father/guardian social economic status, residential area of students, medium

of instructions in schools, tuition trend, daily study hour and accommodation

as hostelries or day scholar. Many researchers conducted detailed studies

about the factors contributing student performance at different study levels.

Individual differences in academic performance have been linked to

differences in intelligence and personality. Students with higher mental ability

as demonstrated by IQ tests and those who are higher

in conscientiousness (linked to effort and achievement motivation) tend to

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achieve highly in academic settings. A recent meta-analysis suggested that

mental curiosity (as measured by typical intellectual engagement) has an

important influence on academic achievement in addition to intelligence and

conscientiousness.

Children's semi-structured home learning environment transitions into a

more structured learning environment when children start first grade. Early

academic achievement enhances later academic achievement.

Lot of studies have been conducted in the area of students’ achievement

and these studies identify and analyze the number of factors that affect the

academic performance of the student at school. Their finding identifies

students’ effort, previous schooling, parent’s educational background, family

income, self-motivation of students, age of student, learning preferences and

entry qualification of students as important factors that have effect on student’s

academic performance in different setting. The utility of these studies lies in

the need to undertake corrective measures that improve the academic

performance of students. It is generally assumed that the students who showed

better or higher performance in the starting classes of their studies also

performed better in future academic years at degree level. Everyone can be

surprised with this assumption if it could be proved scientifically.

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III. RESEARCH QUESTIONS

This study aimed to increase the level of academic performance of the

Grade 8 Falcon students in Mapandan National High School school year

2016 – 2017.

Specifically, it sought to answer the following questions:

1. What is the level of academic performance of the respondents during

the conduct of the pre – test exam?

2. What is the level of academic performance of the respondents after

the conduct of the post – test exam wherein collaborative learning was

employed?

3. Is there a significant difference of the level of academic performance of

the respondents based on the pre – test and post – test results?

IV. SCOPE AND LIMITATION

This study will be conducted within the TLE class of Grade 8 Falcon

students. This group of students belong to the K to 12 Basic Education

Curriculum of Mapandan National High School and considered as the second

regular outstanding students of the grade eight level. This group of students, a

total of 55 individuals, 13 males and 42 females, was also under the TLE class

of the researcher and the pre – test and post – test will be delimited obtaining

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primary and secondary reasons of increasing the level of performance as well

as assessing related factors underlying therewith.

Answer provided by the respondents will be used to determine their level

of academic performance. Furthermore, the results of the pre – test and post

– test will then contribute insight in planning and drafting of the solutions in

addressing the said problems being identified that needs appropriate action.

An action plan will be the final output of the said research to be implemented

upon approval of the school administrator.

The researcher will use a sampling method with pre – test and post – test

questions which are not answerable by yes or no. The researcher arbitrarily

selects this group of students for they well represent a typical student which

his/her primary aim is to learn and excel in school.

V. RESEARCH METHODOLOGY

This part of the study contains the research design and methodology used

in the conduct of this study. It incorporated the sources of data, the research

subject, population of the study, the instrument utilized to gather data, as well

as the statistical tools employed in processing data.

A. Respondents

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This study involved a total of 55 Grade 8 Falcon students under the

TLE class of the researcher in Mapandan National High School school

year 2016 – 2017.

The researcher has 55 TLE students as her respondents. She

believes that having TLE students as her respondents will somehow

provide adequate data to be interpreted for the study.

B. Data Collection

The researcher will use pre – test and post – test questionnaire to

gather needed data from the respondents to determine their level of

academic performance.

C. Ethical Issues

In the conduct of this study, ethical standards were observed. The

integrity and validity of data to be gathered will well be taken care and

handled with outmost confidentiality. Permits to conduct and deadlines

of submission were honored and highly regarded.

D. Plan for Data Analysis

The researcher administered the pre – test and post – test to the

respondents. The results were summarized to determine the

respondents’ level of academic performance.

To answer research questions number one and two related to the

level of academic performance of the respondents in terms of the

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results of their pre – test and post – test, the researcher will employ

frequency and percentage. Frequency and percentage can be defined

as the number of occurrence of response of each respondent and the

proportion of the part to a whole from a given number of respondents

in relation to the entire population.

To answer research question number 3 referring to the significance

of the difference of the level of academic performance of the

respondents based on results of their pre – test and post – test,

Analysis of Variance (ANOVA) was utilized. Analysis of Variance tests

the hypothesis that the means of two or more populations are equal. It

also assesses the importance of one or more factors by comparing the

response variable means at the different factor levels.

VI. TIMETABLE/GANTT CHART

The research study was undertaken from July to October 2016. The

different activities and time frame is showed using the Gantt chart below:

Activity July August September October

Analysis of the
low level of
15
academic
performance of
the students.
Informal
22
conference with
students and ask

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reasons for their 29

low level of
academic
performance.
Conduct of pre- 5
test exam.
Make a tally
sheet of the result
12
of the pre-test to
determine the
19
level of academic
performance of
the students.
Supplemental
lectures/
1-2
discussions
22 - 31
employing
cooperative
learning within
the class.
Administer post – 5
test exam.
Make a tally
sheet of the result
of the post-test to
6
determine the
level of academic
performance of
the students.
Data gathering 20 – 23

Analysis and
1,2
interpretation of
data.
Conclusion and 8,9
Recommendation
Writing of Final 14
Copy
Figure 1: Gantt Chart

The figure above showed the timetable of the researcher that served as

her guide in accomplishing this study.

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VII. COST ESTIMATES

The researcher allocated an estimated amount of P 3, 000. 00 to defray the

expenses needed in the conduct of this study. Below are the estimated

expenses to be incurred:

BUDGET ITEMS AMOUNT

a. Questionnaire P 500. 00

b. Miscellaneous Expenses P 2, 500. 00

TOTAL P 3, 000. 00

Table 1: Cost Estimates

The table above showed the estimated amount of expenses to sustained

the accomplishment of this research study.

VIII. PLANS FOR DISSEMINATIONS/ADVOCACY

Findings derived from a research should be disseminated to proper

authorities for these will guide them in conceptualizing plans or actions for the

target audience. In line with this, the results which will be disseminated to the

DepEd officials concerned and to the teachers of Technology and Livelihood

Education for them to come up on the different strategies and approaches to

enhance the teaching of Technology and Livelihood Education subject among

learners and how to increase the level of academic performance of students.

Likewise, the finding will also be disseminated during meetings of the internal

and external stakeholders of an educational institution.

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IX. RESULTS AND DISCUSSION

This part presents the presentation, analysis and interpretation of data

obtained from the fifty-five (55) Grade 8 Falcon students of Mapandan National

High School, school year 2016 – 2017 who served as this study’s respondents.

Its findings were based on the data gathered through the utilization of the pre-

test and post-test exam floated and retrieved from the respondents. Those data

were analyzed to be presented, discussed and interpreted according to the

perimeters of this study to answer the problem sought for this study.

Gender Profile of the Respondents

Table 2
Gender Profile of Respondents
N = 55

Gender Profile Frequency Percentage

Female 42 76.36

Male 13 23.64

Table 2 shows the gender profile of the student respondents. It also

shows that there were mostly female in Grade 8 Falcon students in

Mapandan National High School. Among the 55 student respondents, forty-

two (42) or 76.36 percent were female and only thirteen (13) or 23.64

percent are male grade 8 students.

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Most of the sections in Mapandan National High School is

composed of outmost number of female students due to a large number of

female enrollees with a total number of 1, 313 if compared to male enrollees

of 1, 199 for a total population of 2, 512 enrollees.

Pre-Test Exam Result

Table 3 shows the result of the pre-test exam administered to the

student respondents. It prevailed that there are nineteen (19) or 34.55

percent of the respondents whose level of academic performance fall to

Satisfactory, eighteen (18) or 32.73 percent under Fair, eleven (11) or 20

percent fall under Poor and seven (7) or 12.73 percent under Very

Satisfactory. It further showed that no student respondents’ performance

that fall under Outstanding level.

Table 3
Pre-Test Exam Result
N = 55

Raw Score Level of Academic Frequency Percentage

Performance

46-50 Outstanding 0 0

41-45 Very Satisfactory 7 12.72

36-40 Satisfactory 19 34.55

30-35 Fair 18 32.73

0-29 Poor 11 20

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The utilized pre-test exam is crafted in accordance with the classroom

assessment in the K to 12 basic education program regulated under DepEd

Order No. 8, s. 2015. Moreover, the result of the pre-test exam only affirmed

that the performance of the student respondents needs an intervention to

employ to the student respondents in order to increase their level of academic

performance.

Post-Test Exam Result

Table 4 shows the result of the post-test exam administered to the

student respondents. It prevailed that there are twenty-five (25) or 45.46

percent of the student respondents that their level of performance fall under

Outstanding. It also manifested that twenty (20) or 36.36 percent of them fall

under Very Satisfactory, ten (10) or 18.18 percent under Satisfactory and zero

(0) on both Fair and Poor level.

Table 4
Post-Test Exam Result
N = 55

Raw Score Level of Academic Frequency Percentage

Performance

46-50 Outstanding 25 45.46

41-45 Very Satisfactory 20 36.36

36-40 Satisfactory 10 18.18

30-35 Fair 0 0

0-29 Poor 0 0

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Post-test exam result is the produced output of two weeks learning

sessions with the student respondents of the researcher using cooperative

activities as a means of applying cooperative learning to the respondents.

Using the cooperative learning, the students are more engaged in their

learnings resulting not only to high level of academic performance but as well

as the development of their camaraderie to their fellow students.

Pre-Test and Post-Test Result Mean

Table 5 reveals the computed mean of the pre-test and post-test results

which will be the basis for the computation of the level of significance on the

difference of the pre-test and post-test results in terms of the respondents’ level

of academic performance.

Table 5
Pre-Test and Post-Test Result Mean
N=55
Test Mean

Pre-Test 34.29

Post-Test 44.20

The pre-test exam result has a computed mean of 34.29 while the post-test

result exam result’s mean is 44.20. Thus, it only implies a significant difference

on increase of the level of academic performance of the respondents.

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Analysis of Variance

To evaluate further the significant difference on the implications of

increasing the level of academic performance of the student respondents, table

6 is presented.

Table 6
Analysis of Variance
N = 55
Variables Mean Computed t Tabular t

Pre-test 34.29 -22.077** ±2.005

Post-test 44.20

Table 6 shows that there is a significant difference between pre-test and

post-test in terms of the level of academic performance of the respondents. It

is further revealed that the computed t is lower than the tabular t thus the null

hypothesis is rejected. It implies further that the use of cooperative learning in

increasing the level of academic performance of the respondents is effective

as depicted in the table.

X. CONCLUSIONS

Based on the findings laid, the following conclusions are hereby

presented:

1. Most of the students’ level of academic performance based on the pre-

test result falls under Satisfactory level.

2. After two weeks of using cooperative learning in TLE class, the level of

academic performance of the students has increased as manifested in

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the result of the post-test where most of their academic performance

falls under Outstanding level.

3. There is a significant difference between pre-test and post-test in terms

of the level of academic performance of the respondents.

4. The use of cooperative learning in increasing the level of academic

performance of the respondents is effective.

XI. RECOMMENDATIONS

In light of the findings laid and conclusions being established, the

researcher strongly recommend the following:

1. Cooperative learning is one of many effective strategies in increasing

the level of academic performance of the students in school, thus, TLE

teachers as well as other subject area teachers are hereby

recommended to explore the magnificent side of cooperative learning

in their teaching – learning process.

2. The intervention used is to be tested in other subject area, not only on

its effect to the level of academic performance but also on other areas

concerning the development of the learners well – being.

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XII. REFERENCES

Felder, R. M. & Brent, R. (2010). Cooperative Learning. Cary, NC

Johnson, D.W. (2009). Reaching out: Interpersonal effectiveness and self-

actualization (10th. Ed). Boston: Allyn & Bacon

Johnson, D. W. & Johnson, R (2009). Learning Together and Alone:

Cooperative, Competitive, and Individuals Learning (5th Ed.)

Johnson, D., Johnson, R. & Holubec, E. (2008) Cooperation in the

Classroom. Boston: Allyn and Bacon

Marzano, et. al. (2001). “Classroom Instruction that Works”

Sadker, M.P. and Sadker (2007). D.M. Teachers, Schools and Society. New

York: McGraw-Hill

Sapon-Shevin, M. & Schniedewind, N. (2008). Selling cooperative learning

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Increasing the Level of Academic Performance in TLE of the Grade 8 Falcon Students of Mapandan National High School Through
Cooperative Learning S.Y. 2016 - 2017

APPENDICES

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