THE EXTENT OF COLLABORATIVE LEARNING APPROACH TO

INCLUSIVE EDUCATION

A Research
Presented to the Senior High School Depertment
Benthel Asia School of Technology Inc.
Suntungan Basak, Lapu-Lapu, Cebu

In Partial Fulfillment
Of the Requirements for Practical Research 2
STEM Strand

By:
Cases, Rassel M.
Collamat, Sendie D.
Degamo, Mariephil Q.
Dico, Lyka J.
Hamac, Mei Ann Y.
Lasan, Eliza Mae
Lovitos, Elden C.
Pepito, Angelito Jr. Y.
Suson, Shella Mae T.
Versuza, Lorie Jel I.
Vienes, Jeanette P.

JANUARY 2023
 PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with the grade of ___________.

ANGELITO Y. PEPITO JR.

Chairman

ELIZA MAE LASAN ANNE FRANCIS A. ABANCIO

Member Member

Accepted and approved in partial fulfillment of the requirements for Practical

Research 1.

ARNEDA S. QUISEL, LPT.

OIC-School Principal
 ACKNOWLEDGMENT

The researchers would like to express their most and heartfelt gratitude to all who

have helped them in the realization of the study.

This study would not be possible without the assistance and encouragement of the

following persons to whom we extend our heartfelt thanks and deep appreciation.

To ALMIGHTY GOD with his divine guidance and intercession to the

researchers all throughout their journey.

To MR. ELDINO DINOY, the researchers’ statistician for his mathematical

skills especially on the statistical concerns.

To DR. RUBILYN PASTRANO, the researchers’ mentor for undoubtedly

giving her ideas to make the study an interesting one.

To MRS. ANALYN MALINGIN, the researchers’ thesis mentor, for her

valuable comments and suggestions .

To MRS. JENYLEN T. CABISO, for helping the researchers in terms of

technicalities in the study as well as for guiding us throughout our journey.

To the RESPONDENTS, by giving the researchers their time and honest answers

to the completion of the study.

To the researchers’ PARENTS AND FRIENDS that gives encouragement and

financial support to accomplish the study.

iii
 TABLE OF CONTENTS

TITLE PAGE i
iii
ACKNOWLEDGEMENTS

TABLE OF CONTENTS iv

ABSTRACT v

Chapter Page

I THE PROBLEM

Introduction 1

Theoretical Background 4

Statement of the Problem 8

Scope and Delimitation 8

Significance of the Study 9

DEFINITION OF TERMS 9

II. RELATED LITERATURE AND STUDIES 11

III. RESEARCH METHODOLOGY

Design 33

Respondents 33

Environment 34

Instruments 35

Data Analysis 36

REFERENCES 52

APPENDICES

iv
 APPENDIX A: MAP 61
APPENDIX B: SAMPLE SURVEY QUESTIONNAIRES 62
64

LIST OF FIGURES

Figure Page

1 Schematic Diagram of Theoretical-Conceptual 7

Framework of the Study

v
 ABSTRACT

The fundamental importance of teaching approaches is to make it easier to

implement a variety of teaching methods and techniques. The key is to create learning
environments that are more interactive such as collaborative learning approach.
Collaborative learning approach is an educational approach where the students
work together to solve a problem, to complete a task, and create a product. DepEd
mandated in all school to implement an Inclusive Education which they could used the
Collaborative Learning Approach
This study determined the extent of collaborative learning approach in an
inclusive education specifically at Babag National High School targeting teachers as
respondents. It concluded that the Collaborative learning approach is largely used in an
inclusive education specially in giving children with disabilities an equal opportunities to
participate fully in everyday life activities and in regular education with normal peers.
As a result, the researchers will propose an action plan that would students in an
inclusive class develop personally even if they are diverse to one another.

Keywords: Collaborative Learning Approach, Inclusive Education, DepEd,

vi
 Chapter 1

THE PROBLEM

INTRODUCTION

Including students with disabilities in general education classes is not a new

occurrence. Everyone including students with disabilities has the freedom to go to school

and be educated. In the Philippines, out of 2.2 million targeted children with disabilities,

only 2% has served with access to a basic human right: the right to education. The

Department of Education (DepED) urgently addressed this problem in their DO 72, s.

2009 Inclusive Education as Strategy for Increasing Participation Rate of Children

guarantees the right for these children to receive appropriate education within the regular

or inclusive classroom setting. Inclusive education is the new mandated curriculum to all

school.

Babag National High School located at District VI Lapu-Lapu City adapts an

inclusive education. As eloquently stated by Leonard Cheshire Disability Philippines

Foundation (LCDPF), Inclusive education is a learning environment where children with

and without disabilities are taught together, as equals. This approach is different to the

traditional approach in educating students with disabilities such as SPED model used in

the Philippines that involve segregating children with disabilities into separate classes or

even separate schools. The process of Babag National High School in accordance with

inclusion is that, they chose those students having severe disability which brain do not

affect the disability they possess. On the other hand, to those without disability students,

they acknowledge those who take the strands that would probably fall under SPED.

Examples are, GAS - General Academic Strands and Contact Center. Inclusive education
 2

Is recognized by teachers, families and policy makers to ensure that children with and

without disabilities achieve their full educational potential. Having students work in

groups can be beneficial or it can be of little value depending on how the teachers ensure

to make best use of their approaches. This led the researchers to conduct a study on how

the teachers deal with their diverse students.

Collaborative Learning is an educational approach which aims to organize

classroom activities into academic and social learning experiences. It involves groups of

students working together to solve a problem, complete a task, or create a product. As

mentioned by Robert E. Slavin, the use of collaborative learning in teaching has

developed into a prominent pedagogic learning method over recent decades. The

reasoning for its use is that through interaction with other students who have different

viewpoints, they can come up with conclusion or idea. According to Jeanne Marcum

Gerlach, “Collaborative learning is based on idea that learning is a naturally social act in

which students talk among themselves.” It is through the talk that learning occurs.

Studies have shown different benefits of collaborative learning in an inclusive class,

including but not limited to: academic achievement, improved self-esteem, active

learning and social skill development. “What the child is able to do in collaboration

today, he will be able to do independently tomorrow” indicated by Lev Vygotsky. In

using collaborative learning, a teacher becomes a facilitator of learning. Teachers make

use of a variety of teaching approaches. The purpose of this study is to learn more about

the reasons why teachers choose to implement one of these approaches, collaborative

learning. The study is essential because it is relevant to the curriculum in the Philippines.

This study aims to determine the extent does the teachers in Babag National High School
 3

use collaborative learning approach in their inclusive class by using correlational method

that proves the relationship between the teachers’ profile to the usage of collaborative

learning.

As a result, the researchers came up with an action plan, a 3-day Personality

Development Seminar for students in an Inclusive Classroom to help develop their

academic and social skills.

 4

Theoretical Background

This study anchored on Lev Vygotsky’s Social Constructivism Cognitive

Development Theory of Learning: The zone of proximal development and the theory of

Social Constructivism and Cognitive Constructivism by Lev Vygotsky and Jean Piaget.

According to Lev Vygotsky “What the child is able to do with collaboration

today, he will be able to do independently tomorrow”. Social Constructivism by Lev

Vygotsky is a sociological theory of knowledge in which human development is socially

situated and knowledge is constructed through interaction with others. In other words, it

is giving learners more freedom to live lives wherein they can expand the richness of

human life, learning and feel the essence of belongingness. The knowledge evolves

through the process of social negotiation and evaluation of the feasibility of individual

understanding. Basically, every conversation or encounter between two or more people

presents an opportunity for new knowledge to be obtained, or present knowledge

expanded through exchanging of ideas that goes along with human contact.

Belongs to the theory of Constructivism is the Zone of Proximal Development (ZPD). It

is the concept he developed which refers to the difference between what a learner can do

without help and what he or she can achieve with guidance and encouragement from a

skilled partner. The term “proximal” refers those skills that the learner is “close” to

mastering. This has also been defined as: "the distance between the actual developmental

level as determined by independent problem solving and the level of potential

development as determined through problem-solving under adult guidance, or in

collaboration with more capable peers" (Vygotsky, 1978).The ZPD has become

synonymous in the literature with the term scaffolding. However, it is important to note
 5

that Vygotsky never used this term in his writing, and it was introduced by Wood, Bruner

and Ross (1976).

Supporting this theory is a study from Wood and Middleton (1975) where a 4-

year old student had to use a set of blocks and pegs to build a 3D model shown in a

picture. Building the model was too difficult a task for a 4-year-old child to complete

alone. It was observed how mothers interacted with their children to build the 3D model.

The type of support included: General encouragement; specific instructions; direct

demonstration. The results of the study showed that no single strategy was best for

helping the child to progress. Mothers whose assistance was most effective were those

who varied their strategy according to how the child was doing. When the child was

doing well, they became less specific with their help. When the child started to struggle,

they gave increasingly specific instructions until the child started to make progress again.

The study illustrates scaffolding and Vygotsky's concept of the ZPD. Scaffolding

(assistance) is most effective when the support is matched to the needs of the learner.

This puts them in a position to achieve success in an activity that they would previously

not have been able to do alone. On the other hand, Jean Piaget (1970) proposed that

children progress through a sequence of four stages, assumed to reflect qualitative

differences in children's cognitive abilities. Limited by the logical structures in the

different developmental stages, learners cannot be taught key cognitive tasks if they have

not reached a particular stage of development which made up the theory of Social

Constructivism and Cognitive Constructivism.

He later (1985) expanded this theory to explain how new information is shaped to fit with

the learner's existing knowledge, and existing knowledge is itself modified to

 6

accommodate the new information. The major concepts in this cognitive process include:

Assimilation it occurs when a learner perceives new objects or events in terms of existing

schemes or operations. This information is compared with existing cognitive structures;

accommodation it has occurred when existing schemes or operations must be modified to

account for a new experience; equilibration: it is the master developmental process,

encompassing both assimilation and accommodation.

In the case of the learners with disabilities in an inclusive education, teachers do

collaborative approach in giving children with special needs equal opportunities to

participate fully in everyday life activities and in regular education classroom with

normal peers. Moreover, the process of learning requires that the learner actively

participate in creative activities and self-organization. Teachers should allow their

students to come up with their own questions, make their own theories, and test them for

viability. Through this, inclusion can provide improvement for the quality of education

and social life for children with special needs. This theory of social constructivism is very

relevant because there is a learning process involvement wherein each person has

previous knowledge and person is capable for constructing knowledge. So, teacher

expects that all students will learn; acknowledge that learning will most likely take place

in different ways. Also, teacher must use multiple teaching methods and strategies to

assist students and as well as to demonstrate their knowledge because it is the main

principle of constructivism. Thus, there is a relationship between the collaborative

learning approach and inclusive education because it establishes the opportunity for

children with special needs to observe the thinking and problem solving processes.
 7

Theoretical-Conceptual Framework

The theory of Constructivism

(Lev Vygotsky, 1978)

Teachers of Babag National High School

Demographic The Extent of

Profile Collaborative
Learning
Approach to

Proposed Action Plan

Figure 1. Schematic Diagram using the Theory of Constructivism

 8
Statement of the Problem

This study assesses the Extent of Collaborative Learning Approach to Inclusive

Education at Babag National High School year 2018-2019:

1. What is the demographic profile of the teacher respondents in terms of:

1.1 educational attainment; and

1.2 years in service?

2. To what extent is the utilization of the collaborative learning as teacher’s strategy in

an inclusive education?

3. Is there a significant relationship between the demographic profiles to the extent of

collaborative learning approach?

4. Based on the findings of the study, what action plan can be proposed?

Significance of the study

This study focuses on assessing the Extent of Collaborative Learning Approach in

Inclusive Education at Babag National High School which would be beneficial to the

following:

Students with disabilities. This study will improve their social skills and promote good

relationships among students. Through the implementation of collaborative learning in an

9
inclusive classroom, they can enhance their low learning ability with the help of others.

Teacher. This study will add knowledge and skills to implement collaborative learning

approach appropriately in an inclusive classroom. Acquire better understanding of culture

and diversity and improve their morale.

 Administrators. This study will establish a better reputation to the school and

community. They can acquire ideas on how to improve better collaborative learning

approach between the students with disabilities and normal to an inclusive classroom.

DepEd. This study will provide opportunities for personal and professional growth of

teachers and students. Expand the scope of Inclusive Education and empower teacher to

grow as an educator that they are meant to become and that the learners deserve.

Parents. This study will improve communication with their children and teachers and

positive connection between parents and school influences children's attitudes and

achievements in an inclusive classroom.

Researchers. This study will help gain knowledge on how to assess students in an

Inclusive classroom and also to be aware and learn the context of Inclusive Education.

Future Researchers. This study helps them to be a better analyst and serve as guide or

reference for their study.

Definition of Terms

Extent – this refers to the degree or limit of something; how great or severe something it

is.

Collaborative learning approach - this refers to an educational approach to teaching

and learning that involves groups of students working together to solve a problem,

complete a task, or create a product.

 10

Inclusive Education – this refers to a model wherein special needs students spend most

or all of their time with non-special (general education) needs students. It is built on the

notion that it is more effective for students with special needs to have said mixed

experience for them to be more successful in social interactions leading to further success

in life.

Demographic Profile – this refers to the characteristics of a population. A characteristic

such as educational attainment with their years in service is a typical example of

demographic that is used in surveys.

Educational Attainment - this refers to the highest level of education completed

(defined here as a high school diploma or equivalency certificate, an associate's degree, a

bachelor's degree, or a master's or higher degree).

Action Plan – this refers to a document that lists what steps must be taken in order to

achieve a specific goal. The purpose of an action plan is to clarify what resources are

required to reach the goal, formulate a timeline for when specific tasks need to be

completed and determine what resources are required.

Theory of Constructivism – this refers to learning theory found in psychology which

explains who people might acquire knowledge and learned

Disability – this refers to the inclusive students who have physical impairment
 Chapter 2

Related Literature

This part exhibits the related writing and focuses after the profound and top to

bottom hunt done by the researchers. This would likewise introduce the synthesis of the

work, hypothetical and theoretical system to completely comprehend the research to be

done and finally the meaning of terms for better understanding of the study.

International Studies

In the study of Valeria and Theng (2011), they examined the utilization of

collaborative learning conveyed through outward appearance can help the learning of

children with disabilities. Testing was directed on 20 members, with 10 youngsters with

cerebral paralysis, and 10 kids with mental imbalance. Pre-test and post-test experiment

was utilized in conducting this research. The general outcomes demonstrate that children

gain enhancement in using the collaborative learning approach.

Wishart, Willis, Cebula and Pitcairn (2007) investigated Collaborative learning:

examination of results for commonly creating children and children with intellectual

handicaps. Collaborative learning is generally utilized in mainstream education however

once in a while used with kids who have intellectual incapacities, perhaps on the theory

that the metacognitive capabilities on which it capitalizes are less inclined to be available.

Impacts of collaborative learning knowledge on a center cognitive expertise, arranging by

classification were investigated in three child groups: commonly creating (TD) children,

children with nonspecific intellectual disabilities. Following collaboration, arranging

performance enhanced fundamentally in lower capacity partners in TD-TD pairings, with

 12

this example switched in NSIDNSID pairings. Neither one of the partners enhanced

essentially in DS-NSID pairings, suggesting that the sociability credited to children with

DS did not really scaffold either their or their partners learning in this social setting.

Fitch and Hulgin (2007) analyzed the fairness of Collaborative Learning

Assessment through Dialogue (CLAD) on reading accomplishment in inclusive

classrooms. The CLAD procedure included students collaboratively finishing multiple-

choice quizzes, utilizing dialogue and basic reasoning to achieve agreement and getting

quick input on their responses. The methodology was actualized in third grade classroom.

The effectiveness of CLAD was surveyed through an examination of student scores on a

state reading accomplishment test intended to measure their capacity to construct,

examine and broaden significance in content. Both mediation and correlation groups

demonstrated critical enhancement in reading accomplishment scores.

Winarni (2011) checked on the School-based inclusive education will work best,

whenever reinforced by positive attitude and convictions, plans are accessible unique

equipment and assistive innovation to get to curricular programs, physical environment

adjusted to make it more available for students with disabilities, support system, vagrant

educator collaboration with subject teachers, community support, and learning strategy

that utilizes collaborative learning approach. The five fundamental elements of

cooperative learning are: 1) Positive association, 2) Individual and Group

Accountability,3) Interpersonal and Small Group Skills, 4) Face-to-Face Promotive

Cooperation, 4) Group Processing. Exercises that utilization of Cooperative Learning

from Kagan are: jigsaw, think-pair-share, three-step interview, number heads together,

team pair solo, circle the sage, partners.

 13

Gillies and Ashman (1998) researched the practices, communication and learning

results of children with learning difficulties who took part in structured and unstructured

group exercises of the 152, third grade children who worked in four - person, gender -

balanced groups, 22 children were distinguished as having learning difficulties requiring

up to three hours of teacher support for their learning every week. The children worked in

their groups for one six weeks. The outcomes demonstrated that the children the

instructional groups were engaged with group exercises and give a greater number of

directions and help other group members than their companions in the instructional

groups. Besides, children in the structured groups got an essentially higher performance

on the comprehension questionnaire than in the instructional group.

Ahmad Nawawi (2010),in his article entitled "From Segregation to Inclusion"

uncovered that "Various investigations demonstrate that the incorporation of understudies

with handicaps (from the different classifications of inabilities with differing degrees of

incapacity) into normal classes function admirably at the point when upheld by elements

following " The uplifting positive attitudes and convictions are what normal teacher trusts

that students with in-capacities will be effective if the school principal felt in charge of

the learning result students with disabilities, all staff and students of the school being

referred to had been prepared to accept the presence of students with disabilities,

guardians of children with in-capacities educated and support these school programs,

teacher special counsel has a pledge to collaborate with regular educators in the

classroom. Accessible programs to meet the particular needs of students with disabilities,

for students with low vision, this program incorporates training development of utilitarian

vision, introduction and versatility, daily living skills (ADL), and social abilities.
 14

Accessible specialized equipment's and assistive innovation to access curricular programs

for students with low vision, this includes gadgets, for example, low vision aid magnifier,

vast print, PC talk, etc. The physical condition must be adjusted to make it progressively

available for students with in-capacities, students with low vision, these adjustments

includes the arrangement of offices with the contrast and hues that emerge for their

simplicity situated condition and encourage versatility in the environment.

Forlin, Chris; Sin, Kuen-Fung (2011), states that proficient learning for educators

is vital on the off chance that they are to be set up for teaching in inclusive classrooms.

This is especially appropriate in Hong Kong where teachers have minimal personal

experience of inclusion and where teaching keeps on being exact and examination

oriented. Since Hong Kong implemented an entire school approach to inclusion in 2003,

teachers have possessed the capacity to get to specially appointed courses, go to local

conferences or seminars, or enroll in self-funded post graduate programs, in the event that

they needed to up-skill in the zone of becoming inclusive teachers. Another activity

executed in 2007 is a major attempt by the Education Bureau to furnish teachers with an

organized and reliable professional learning program to enable them to acquire essential

skills expected of an inclusive educator. This study considers about the effect of the

legislature financed seminar on teachers' disposition about inclusion and their perceived

self-adequacy in executing inclusive practices.

According to Tim Loreman (2010) that the seven key areas are recognized in the

literature as being essential to starting teachers' accomplishment in an inclusive

classroom, and these areas are lined up with the TQS alongside the Standards for Special

Education and affirmed as regions of significance by the expert focus group and a support
 15

reevaluation of key literature. These seven areas include a comprehension of inclusion

and regard for diversity; collaboration with partners (this area is a blend of the

collaboration with guardians and students' results, and the collaboration with associates'

results); cultivating a positive social atmosphere; teaching in ways helpful for inclusion;

participating in inclusive instructional planning; taking part in significant evaluation; and

taking part in lifelong learning. These key areas are separated into segment parts or sub-

skills. It is set that once these sub-skills are mastered by preservice teachers, they will be

sufficiently equipped not only to be qualified for intern teacher accreditation in Alberta,

yet additionally effective starting teachers in inclusive classrooms. It is essential that one

perceives that these abilities and sub-skills relate to the start rather than more experienced

teacher. Graduates from teacher preparation programs are relied upon to have built up the

KSAs required to empower them to be fruitful in classrooms, yet this does not suggest

that their range of abilities is in any capacity complete.

As per Loreman & Deppeler (2002), inclusive education, in any case, is not

without its difficulties. Teachers have as often as possible outlined troubles they

experience in executing this methodology, with a significant number of these difficulties

being attributed to asset arrangement, school and district culture, administrative support,

and general readiness and training. One area that is reliably outlined as being of concern

identifies with starting teacher preparation.

Fredirico R. Waitoller and Alfredo Artilles (2013), reviewed the study on

professional development (PD) for inclusive education between 2000 and 2009 to answer

three questions: (a) How is inclusive education defined in PD research? (b) How is PD

for inclusive education studied? (c) How is teacher learning examined in PD research for
 16

inclusive education? Deliberate strategies were utilized to recognize important research

and examine the objective examinations. We found that most PD examine for inclusive

education used a unitary methodology toward exclusion and prohibition and that educator

learning for inclusive education is under-conjectured. We prescribe utilizing a between

sectional way to deal with comprehend distinction and prohibition and analyzing limit

practices to look at educator learning for inclusive education.

Chang Zhu, Martin Vackle, Tammy Schellens (2009) examined whether there is a

social hole in student impression of online collaborative learning and to explore to what

degree student recognition's, inspiration, and learning techniques change after some time

because of the real association in a collective learning condition (ELE). A parallel

learning condition for a first year college course is actualized for a Flemish gathering (n 

= 217) at Ghent University and a Chinese gathering (n = 165) at Beijing Normal

University. Student view of the online community-oriented learning condition and their

inspiration and learning techniques when the ELE are estimated. The discoveries

demonstrate that the Flemish group see the online collaborative learning condition all the

more decidedly contrasted with the Chinese gathering. Be that as it may, Chinese

understudies' inspiration, and learning procedures change fundamentally towards a way

that is more in accordance with a social constructivist learning approach after the online

collective learning knowledge. The present outcomes show that students from various

social settings see online collaborative learning situations in an unexpected way. Explicit

social adjustments in learning configuration could be viewed as when an ELE is to be

executed cross culturally. This examination can encourage both Chinese and Western
 17

teachers to wind up mindful of various view of online synergistic learning and to be

progressively strong to the students.

Kate Silverman, Seong Hong, Mary Tepranier-Street (2010) suggested basic

segments of educator arrangement in early youth consideration include: helping

understudies develop a positive picture of comprehensive work on, joining a family-

focused methodology, and teaming up and relationship working crosswise over controls.

In this paper, we depict the collaboration between the University of Michigan-Dearborn

Early Childhood Teacher Education Program and Oakwood Health Care Center for

Exceptional Families to co-instruct and tutor early youth pre-benefit educators as they

make a family-focused occasion for kids with incapacities and their commonly creating

friends in an indigenous habitat. Scientists break down student reflection papers about the

family-focused occasion for proof of new finding out about kid incapacity and inclusive

practice. The reflections exhibit the intensity of the understudies' dynamic job in making

and actualizing family-centered exercises in a collaborative activity. Other key intelligent

parts include rewards and difficulties in making comprehensive settings, vital job of

families in supporting tyke connections in characteristic settings, and collaboration and

joining.

Nancy J. Zollers, Arun K. Ramanathan, and Moonset Yu (2010) asserted that the

association between an effective inclusive education program for students with serious

in-capacities and the unique situation, explicitly the school culture in which it capacities,

has gotten shockingly little consideration in the literature. This article displays an

investigation of the way of life of an urban grade school that has prevailing with regards

to actualizing and keeping up a model consideration program. The creators discovered

 18

three hidden attributes of the school's way of life to be identified with the

accomplishment of its consideration program: an inclusive chief, a wide vision of school

network and shared dialect and qualities, which they contend join to make what they term

a inclusive school culture. The creators trust that encouraging an inclusive culture inside

a school network can significantly add to the achievement of an inclusive program.

Pam Hunt and Lori Goetz (2001) reviewed investigations of inclusive

educational programs, practices, and outcomes for students with severe disabilities. The

examinations speak to an expansive assorted variety of inquiries, techniques, and

members. The focal point of every examination could be categorized as one of five

classifications: (a) parents' perceptions of the pursuit and impact of inclusive educational

placement, (b) issues and practices in inclusive schools and classrooms, (c) the cost of

inclusive educational placement, (d) educational achievement outcomes for students in

inclusive classrooms, and (e) social relationships and friendships in inclusive settings. Six

expansive topics that rose through triangulation crosswise over investigations offer rules

for research and practice in inclusive schools in the coming decade.

Kate Ferguson-Patrick examines how Cooperative learning (CL) and

popular government can be inspected in connection to each other. CL underpins a social

constructivist perspective of students adapting together to frame information through

direct communication. The superseding advantages of CL are that that it is a viable

procedure for boosting both social and scholarly learning results of all, since it centers

around creating positive connections between understudies, enhancing their social

abilities. This advances positive social and passionate improvement and establishes the

frameworks for prosperity and great emotional well-being. It is absolutely this inclusive
 19

teaching method that energizes a just classroom condition and a resultant instructional

method that guarantees all students' learning will be considered. A democratic society

needs students who are deferential and have a feeling of equity so educators who utilize

this instructional method help to advance such students. This investigation illuminated

the connection between segments of CL and the advancement of an equitable classroom,

especially the thought of inclusive practice for all which is produced through CL. It

likewise inspects how one instructor built up a inclusive law based classroom "in real

life" through helpful learning. It investigates Jill's understandings of CL and how these

identify with the advancement of her inclusive majority rule classroom and to her

building up a vote-based system position. Her intelligent journal, talk with remarks,

activity designs and classroom perceptions are investigated for this situation examine

way to deal with show how her "position" was fortified and how she built up a tolerant,

conscious and inclusive classroom culture. Instructors, as Jill who build up this position

can manufacture this vote-based class culture and guarantee all understudies are

incorporated.

Suzzana J. Ferraioili, Sandra L. Harris (2010) explored ways to upgrade

the social associations of kids with ASDs and to all the more completely coordinate them

into scholastic and co-curricular encounters with their companions. These endeavors have

appeared at the kids with ASDs just as their companions in explicitly characterized

circumstances. While there remains a genuine absence of thorough research around there

and an unmistakable requirement for extra examination in regards to the long-haul effect

of full incorporation on the two group of children, the current research gives some

between time methodologies to experts working with these children.

 20

Marylind Friend PhD, Lynne Cook PhD, DeAnna Hurley-Chamberlain

and Cynthia Shamberger MEd (2008) states that despite the fact that coordinated effort

among specialist co-ops has been a sign of a specialized curriculum nearly since its

initiation, co-instructing, the sharing of guidance by a general training educator and a

custom curriculum instructor or another pro in a general training class that include

students with handicaps, is a moderately late application. Because of late government

enactment and related arrangement changes, co-educating has advanced quickly as a

system for guaranteeing that these students approach indistinguishable educational

programs from different students while as yet getting the particular guidance to which

they are entitled. Regardless of significant excitement communicated by the individuals

who expound on co-instructing and the individuals who execute it, co-instructing

delineates the intricacy of conceptualizing and considering joint effort in a custom

curriculum. Most request on co-instructing has underlined teachers’ jobs and connections

or program coordination as opposed to exhibiting its effect on student accomplishment

and other key results, and unmistakably more writing exists depicting co-teaching and

offering guidance about it than cautiously examining it. Contributing to the truly

ambiguous proof base for co-instructing are factors, for example, the as yet rising

inclusion of this specialized curriculum benefit conveyance vehicle, irregularities in

definitions and usage, absence of expert readiness, and issues identified with arranging

co-instructing in a strong, community-oriented school culture. The fate of co-instructing

might be reliant on expanding the amount and nature of research on it and putting co-

educating in the bigger setting of school change and enhancement.

 21

Laura T. Eisenman, Amy M. Pleet, Donna Wandry, et al. (2011) viewed recent

changes when general and special education policies, uncommon instructors who recently

worked with auxiliary students in independent scholarly classes, asset rooms, or co-

trained classes end up doled out to new jobs that request diverse community-oriented

skills. In view of 2 years of meetings, field notes, and perceptions in an inclusive

secondary school, this investigation centers around the viewpoints of two extraordinary

teachers who re-imagined their day by day rehearses in organization with a college

proficient improvement authority as they actualized an uncommon community interview

demonstrate. Their duties and associations with educators, students, and overseers are

inspected in light of the writing on collaborative models for inclusive education of

secondary school students.

Lorna Idol (2006) determine the degree of inclusion of students with

disabilities in general education classes in four elementary and four secondary schools;

the similarities and differences in how special education services were offered; and the

ways in which students with disabilities were supported in the least restrictive

environment. Staff perceptions of special education services were examined by

conducting personal interviews with a large majority of the classroom teachers, special

education teachers, instructional assistants, and principals in each school. The findings

include descriptions of how far along each school was with inclusion, the amount of time

students spent in general education, the roles of the special education teachers, the rates

of student referrals for special education consideration, the attitudes of all staff toward

inclusion and toward collaboration, and the skills of the teachers related to the inclusion

of special education students. The findings also include descriptions of the impact of
 22

inclusion on other students, the performance of all students on a statewide test, and the

qualitative responses of educators toward inclusion. Overall, educators were positive

about educating students with disabilities in general education settings. They were

conservative about how to best do this, with many of them preferring to have the included

students accompanied by a special education teacher or instructional assistant or

continuing to have resource room services. Nearly everyone favored using instructional

assistants to help all students, not just the students with disabilities. Most educators

reported feeling positive about working collaboratively and felt they had administrative

support to offer inclusive education programs.

Gary Hornby (2008) suggested that key elements of cooperative learning

are individual accountability and positive interdependence. Forty four final year teacher

trainees participated in a study which compared the effectiveness of a two hour workshop

on cooperative learning with and without these two key elements. A multi choice test

focusing on what students had learned and a post workshop questionnaire focusing on the

students' experiences of and attitudes towards cooperative learning were used to evaluate

the impact of the workshop. Results indicate that academic learning was greater in the

experimental group, in which individual accountability and positive interdependence

were structured into the activity. They also indicate that the inclusion of these two

elements did not significantly affect students' experiences of the workshop or their

attitudes towards cooperative learning. These findings support the suggestion that to

achieve optimum effectiveness, individual accountability and positive interdependence

should be built into cooperative learning activities.

 23

Deborah L. Voltz (2012) stated that Collaborative infusion approaches have been

utilized by a few projects as an option to or increase of single course ways to deal with

the conveyance of substance identified with students with handicaps. This paper presents

discoveries of a national review of 252 instructor arrangement programs, incorporating

line up meetings with chairpersons of projects that utilized collective mixture approaches.

Results demonstrated that around 25% of projects overviewed utilized collective

implantation in some shape, with most of these projects utilizing it to enhance different

methodologies, for example, a different class. Meetings with those utilizing collective

implantation demonstrated that most of these people discovered this methodology helpful

to the two students and taking an interest staff. Be that as it may, a few weaknesses, for

example, time-seriousness and absence of harmoniousness with college structures,

additionally were noted.

Susan Peters (2010) examined the case-based study of two school change

endeavors in the USA looks at how the procedure of comprehensive training functions

for SEN students and the degree to which these students and their instructors feel just as

they are a fundamental piece of school change. At its heart, this investigation centers

around three focal inquiries. Do the logic, process, rehearses and authoritative structures

of these school change developments advance consideration for all students? What is the

effect of the schools' practices and standards on individual students? What conditions and

settings best advance consideration, and which ones go about as hindrances to fruitful

incorporation? The schools in these two school change developments give ground-

breaking instances of how changes in school association, atmosphere, educational

modules and instructional procedures expand on the qualities of students, staff and
 24

network to make ideal learning results for all students. In this examination, the

impression of instructive and political 'holes' between school viability change motivation

and comprehensive training uncover a limited, levelheaded specialized perspective of

change. The desire for what's to come is that the developing endeavors in help of

comprehensive instruction inside the more extensive socio-political and constructivist

school change developments, exemplified by the schools for this situation ponder, will

turn into a powerful counter-drive for social equity and inability rights' activity in schools

all over.

E. Frank Fitch and Kathleen M. Hulgin (2008) measured the effectiveness

of Collaborative Learning Assessment through Dialogue (CLAD) on reading

achievement in inclusive classrooms in the USA.The CLAD procedure included students

collaboratively finishing multiple choice tests, utilizing discourse and basic reasoning to

achieve accord and accepting quick input on their reactions. The strategy was actualized

in three third‐grade classrooms (n = 30) in a midwestern grade school to reduce a huge

accomplishment hole between these students and the individuals who went to an alternate

school inside a similar area (n = 95). The adequacy of CLAD was evaluated however a

correlation of students' scores on a state perusing accomplishment test intended to

quantify their capacity to build, inspect, and expand importance in content. The test was

managed to the two gatherings in October 2003 and again in March 2004. While both the

mediation and correlation bunches indicated critical enhancement in perusing

accomplishment scores, the intercession assemble demonstrated fundamentally more

prominent development with a mean development rate of 19.78 (0.004) and impact size
 25

of 0.60. The accomplishment hole between the two gatherings of students was decreased

from a 13 point hole in their mean scores to a three point hole.

As per Angela Hennessy and Rylee A. Dionigi (2013) that to implement

cooperative learning effectively practically speaking, instructors require information of

agreeable learning, its highlights and terms, and how it works in classrooms. This

subjective investigation analyzed 12 Australian generalist essential instructors',

understandings of agreeable learning and saw variables influencing its execution.

Utilizing Johnson and Johnson's (1994) highlights of helpful learning and Bain, Lancaster

and Zundans' (2009) rundown of agreeable learning terms as a system for investigation,

we found that educators' dimension of agreeable learning information formed their

impression of the components influencing its usage in the classroom. The investigation

underpins the requirement for a profound inserting of agreeable learning design dialect in

instructor preparing and proficient advancement courses, and features the progressing test

of making an interpretation of instructive hypothesis into powerful practice on a bigger

scale in schools.

Paul A. Ajuwon (2008) analyzes the philosophical, sociological, and legitimate

goals of incorporating students with inabilities in normal schools. Some vital worldwide

occasions that help comprehensive training are talked about. The creator considers

Nigeria's recently modified National Policy on Education with its accentuation on

comprehensive instruction (2008), and the Universal Basic Education arrangement

(1999). The article finishes up with proposals to enhance the present state of affairs.
 26

Lani Florian (2008) examines the relationships between ‘special’ and ‘inclusive’

education. She takes a gander at the idea of expert information among instructors and at

the jobs received by staff working with students with 'extra' or 'extraordinary' needs in

standard settings. She investigates the ramifications of the utilization of the idea of

'exceptional needs'– particularly in connection to endeavors to actualize incorporation

practically speaking – and she takes note of the pressures that emerge from these

connections. She proceeds to solicit an arrangement from inquiries: How do educators

react to contrasts among their students? What information do instructors require so as to

react all the more viably to assorted variety in their classrooms? What are the jobs of

educator instruction and progressing proficient improvement? In what capacity would

teachers be able to be better arranged to work in blended groupings of students? In

looking for answers to these inquiries, Lani Florian reasons that we should take a gander

at inclusive practices and attempt a careful examination of how teachers function in their

classrooms. She recommends that it is through an examination of 'the things that

educators can do' that we will start to convey importance to the idea of consideration.

Andre P. Frerie, Sandro L. Bianchini, Renata P.M. Fortes, et. al. (2009)

promotes the inclusion of students with disabilities in e-learning systems has brought

numerous difficulties for specialists and teachers. The utilization of synchronous

specialized devices, for example, intelligent whiteboards has been viewed as a snag for

comprehensive instruction. In this paper, we present the proposition of a comprehensive

way to deal with furnish dazzle students with the likelihood to take part in live learning

sessions with whiteboard programming. The methodology depends on the arrangement of

available literary portrayals by a live go between. With the available portrayals, students
 27

can explore through the components and investigate the substance of the class utilizing

screen peruses. The strategy utilized for this examination comprised of the execution of a

product model inside a virtual learning condition and a contextual investigation with the

interest of a visually impaired student in a live separation class. The outcomes from the

contextual investigation have demonstrated that this methodology can be extremely

compelling, and might be a beginning stage to furnish dazzle students with assets they

had recently been denied from. The verification of idea executed has appeared many

further potential outcomes might be investigated to improve the connection of visually

impaired clients with inclusive substance in whiteboards, and further educational

methodologies can be explored from this proposition.

Joy F. Xin (2000) investigated the effects of computer-assisted cooperative

learning in mathematics instruction within integrated classrooms for students with and

without disabilities. A total of 118, third grade elementary students, 25 of whom had

learning handicaps partaken in the examination. These students were assembled into an

agreeable or entire class learning condition to learn arithmetic bolstered by PC

innovation. Six customary educators were arbitrarily doled out either to helpful or entire

class learning gatherings to direct science guidance following the school's educational

programs. Three specialized curriculum educators, with their taking an interest student,

were incorporated inside the standard classes. Three business PC programming bundles

were utilized for students to learn science abilities, including ideas, calculation,

application and critical thinking. The arithmetic accomplishment was inspected by pre-

test and post-tests to the taking an interest student. Results demonstrated that students in

the helpful learning bunch had factually higher accomplishment scores than those in the
entire class learning gathering. Be that as it may, there were no huge contrasts between

the gatherings of customary students on the social result measure. Also, meetings of a

custom curriculum students showed that they got a kick out of the chance to be

incorporated into customary classrooms just when they were acknowledged and

bolstered.

Mel Ainscow and Susie Miles (2008) argues that a common sense of purpose

around inclusive education, together with a consistent use of language, is essential if

Education for All (EFA) strategies are to become more inclusive. This does not require

the presentation of new procedures; rather it includes: coordinated effort inside and

between schools, closer connections among schools and networks, organizing crosswise

over settings, and the accumulation and utilization of logically important proof. The

creators draw on research proof identifying with instructing and learning, school

advancement, initiative and the improvement of training frameworks. This examination is

generally from financially created settings, yet it is likewise drawn from the experience of

an UNESCO educator instruction venture which was led in more than 80 nations and

contextual analysis material accumulated by the Enabling Education Network (EENET),

which bolsters specialists in reporting their experience of moving in the direction of

increasingly comprehensive training, principally in the nations of the South.

Chris Lloyd (2010) argues that the claims of current UK education policy,

for children with special educational needs (SEN) to provide excellence and equality of

opportunity, are false. Basically, analyzed are issues of social equity and value in

connection to crafted by incapacity scholars and this study is then connected to late

approach in training, specifically the Green Paper Excellence for All Children; Meeting
 29

Special Educational Needs, to exhibit that as long as the association of tutoring, the

educational programs, and evaluation and testing systems stay unchallenged, level with

instructive open door will remain a fantasy. Taking everything into account, having

demonstrated that the focal vitality in instructive change is by all accounts dedicated to

propagating the norm, accordingly fortifying disparity and segregation and blocking

perfection for all youngsters, this paper endeavors to set once again plan for the 21st

century that may potentially offer a certifiable qualification for all kids to an equivalent

instructive chance. In spite of the fact that the paper is halfway worried about an evaluate

of arrangement in the UK, it is trusted that the suggestions have worldwide significance

as they are major issues identifying with human rights and value.

Ishwar Desal and Ahmed Bawa (2007) took Surveys and observations in selected

primary schools in Ghana to determine whether to decide if principals' and educators'

mentalities towards and learning of inclusive training, just as principals' desires for

instructors in executing incorporation, were indicators of successful showing rehearses in

their classrooms. The example of 128 instructors (20 principals and 108 educators) drawn

from 20 elementary schools in two regions, were required to react to poll proportions of

Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education

Scale (KIES) and Principals' Expectations Scale (PES). Of the all-out number of

instructors (N = 108), 37 were seen amid instructional conveyance in their classrooms.

The information was investigated by an assortment of measurable methodology including

Regression Analysis and Discriminant Function Analysis. With regards to the Theory of

Planned Behavior (Ajzen, 1985), the outcomes demonstrated that while demeanor's

towards incorporation (frame of mind component) and information of consideration (saw

 30

conduct control component) anticipated compelling showing rehearses, principals' desires

(emotional standard) did not. Suggestions for the execution of successful inclusive

program in Ghanaian schools and the requirement for future research are examined.

National Studies

Patrick G. Galleto and Narcisa S. Bureros (2017), asserted that inclusive teacher

education all through the world is a cutting edge of open instructive talk. A few nations

have been fruitful in advancing comprehensive instructor training that douse obstructions

and make conditions which gave access to instruction to all. In any case, in poorer

creating nations, some of them are powerless against the way toward making a

comprehensive framework because of absence of accessible subsidizing, regulatory and

approach level help, and prepared work force like instructors. Therefore, a few nations

confront difficulties and want to start the procedure by concentrating on single gathering

of students with the long haul objective which in the end incorporate all barred

gatherings, accordingly, hauling the advancement of comprehensive instruction.

Michael Arthus Muega (2016), states that since the advancement of IE in different

nations, researchers who have examined its execution have found that relatively few

school faculty think about this a simply positive improvement. While the training of IE is

dominatingly discerning of the students' individual differences, comprehensive school

staff, together with the guardians of CSN and different professionals, are relied upon to

plan individualized instruction programs (IEPs) that suit the special needs of CSN in a

general instruction school. Te entire process of IEP planning represents a colossal test to

the significant partners. Indeed, even if the school organization does not experience the
 31
entire procedure of making institutionalized and procedural IE and IEPs, the conceivable

failure of understudies in the setting of general training is often faulted for the instructor.

Also, this normally prompts pressure among different partners including educators,

managers, and guardians both of CSN and kids without exceptional requirements.

Regardless of whether the educator is responsible for the failure of CSN in the general

instruction setting stays uncertain. Other related differences over such concerns keep on

producing examine that conflicting, if not opposing, clarifications, speculations, and

proposed cures.

In the Philippines, both in the urban communities and remote or rural areas,

numerous state funded schools stay not well prepared. This could be one of the reasons

why many general education teachers in the Philippines question their ability to educate

in a inclusive school. In an exploration by Muega and Echavia (2011), 87 in-service

teachers said they are eager to deal with and work with professionals for the

consideration of CSN all in all training classrooms, yet their general reaction

demonstrates they are not set up to interpretation of the test of taking care of students

with disorders or disabilities. This issue is further irritated by the difficulty of meeting

other vital prerequisites of sound IE. Now, instructors in the Philippines, regardless of

whether prepared or something else, should acknowledge that they will be spread too

thinly in an inclusionary setting in light of the fact that the presence of students with

disabilities in a larger than usual group of students, if considered important, requires the

readiness of more than one lesson plan. While inclusion strategy has been adopted in the

Philippines, numerous teachers presently can't seem to fully appreciate the value of IE

(Muega and Echavia, 2011).

 32

Elvira L. Arellano, Tessie L. Barcenal, Purita B. Bilbao, et. al. (2001) investigate

the potential for using case based pedagogy as a context for collaborative inquiry into the

teaching and learning of elementary science. The setting for this investigation was the

basic science educator arrangement program at West Visayas State University on the

island of Panay in Iloilo City, the Philippines. In this specific circumstance, triple

etymological traditions including the communications of the nearby Ilonggo vernacular,

the national dialect of Filipino (dominatingly Tagalog) and English create unique

challenges for science instructors. Members in the examination included six basic student

educators, their particular pundit instructors and an exploration group made out of four

Filipino and two U.S. science instructor teachers. Two teacher generated case stories fill

in as the focal point for consultation, around which we feature key strains that reflect both

the battles and positive parts of instructor discovering that occurred. Hypothetical points

of view drawn from presumptions basic the utilization of case based instructional method

and grant encompassing the network analogy as a referent for science training

educational modules request impacted our comprehension of strains at the crossing point

of representation of science, expert of information, and expert practice, at the

convergence of not shared dialect, express good codes, and indigenization, and at the

crossing point of personality and issues in science instructing. Ramifications of this

investigation are talked about as for the working of science instructor learning networks

in both neighborhood and worldwide settings of change.

It is apparent from the above description of different studies to determine the

extent of collaborative learning in improving the learning of students in an inclusive

classroom.
 Chapter 3

RESEARCH METHODOLOGY

This chapter described the methods and procedure used in the study, the

respondents of the study, the sampling technique, the development and validation of data

gathering instrument and the statistical treatment of data.

Design

The study utilized the descriptive-correlational research design approach

specifically; a correlational method would employ to examine the relationship between

the demographic profile of the teachers and the collaborative learning approach in an

Inclusive Education.

Correlational method was therefore used for study to assess how the demographic

profiles of the teachers relate to the collaborative learning approach in an inclusive

education. In selecting method to conduct the correlational study, a survey using the

likert tool: Cooperative Learning Implementation Questionnaire Method was chosen to

collect data from the respondents.

Respondents

The respondents of this study are 40 selected teachers in Babag National High

School who are handling an Inclusive class that are chosen through purposive

homogeneous sampling. A purposive homogenous sample is a non-probability sample

that is selected based on characteristics of a population and focuses on one particular

subgroup in which all the sample members are similar. The respondent of this study

includes only the teachers in Babag National High School who are handling an inclusive

class but excludes the teachers who are not handling an inclusive class. The respondents
 34

choose the institution because it is one of the schools who adapted an inclusive education

and has the highest count of teachers who are handling an inclusive class. Purposive

sampling method prove to be effective when only limited numbers of people can serve as

primary data sources due to the nature of the research design, aims and objectives.

The researchers used Purposive Sampling were 40 teachers of District VI, Babag

National High School handling Inclusive classes were asked to answer the questionnaires

provided by the researchers.

Environment

The researchers chose Babag National High School (BNHS). It is situated of

District VI, Babag I, Lapu-Lapu City. It is headed by their principal, Mr. Arturo Go. It is

a public school that is founded on year 1971, which is a safe and motivating school. The

size of the said school is enough to accommodate several numbers of teachers.

Aside from Bangkal National High School, Babag National High School adapts

Inclusive Education whereas students with severe disability are included to General

Education classes that were referred from SPED center.

It is one of the many learning institutions sharing the Philippine Department of

Education's vision entails that Babag National High School of Lapu-Lapu City, envisions

a technically and academically achiever graduates, equipped with the right formation of

spiritual, intellectual, moral and social values to cope up and lead in a Modern and

Highly Urbanized Society. Its mission is to achieve its vision the Babag National High

School Teaching Force in Collaboration with the PTCA and other stakeholders shall

Strive to Deliver Quality Basic Education that will Uplift the Learning Capacity of the

Students by: Employing Modern Teaching Methods and Strategies to prepare them to be
 35

Productive, Sensible and morally responsible to cope up with the rapidly changing world

of Science and Technology, and most of all, to be God fearing and Peace Loving Citizen.

In addition, the institution provides a venue for discovery and enhancing the full potential

and skills of every learner, providing students with quality and technology-oriented

school to make them globally- competitive, value- driven, and God-fearing individuals.

Also, it is a child-friendly and gender- sensitive school that envisions as a learners

centered public institution.

Instrument

The first step in conducting this research is to develop the appropriate

research materials. A 15 item researchers’’ modified questionnaire adapted from is used

in gathering data with the use of Likert tool: Cooperative Learning Implementation

Questionnaire. The point scales gives respondents the choices of 5 as "Entirely", 4 as

"Largely", 3 as "Somewhat", 2 as "Slightly", and 1 as "Not at all". This is to determine if

there is a significant relationship between demographic profiles to the extent of

collaborative learning approach.

Range Category Description

4.21- 5.60 Greatest Extent Entirely

3.41- 4.20 Greater Extent Largely

2.61 -3.40 Great Extent Somewhat

1.81- 2.60 Less Extent Slightly

1- 1.80 Least Extent Not at all

Table 1. Scoring Procedure

Data Analysis
 The items in the returned questionnaires were tallied and organized into tables.

The data collected were presented in a form of table for an effective analysis and

interpretation. The following were the formula for statistical analysis;

A frequency distribution is a tabular representation of a survey data set used to

organize and summarizes the data. Percentage is calculated by taking the frequency in

the category divided by the total number of participants and multiplying by 100%.

After getting the entire weighted mean in each domain, another formula was used

to obtain the general weighted mean.

n= the total number of mean added

Frequency and percentage were used to determine the educational attainment

37 and
the respondents’ years in service. Frequency counts and means were used for the extent

of collaborative learning approach in an inclusive education using five categories to

determine the extent.

The Chi-Square Statistic is commonly used for testing relationships between

categorical variables. The null hypothesis of the chi-square test is that no relationship

exists on the categorical variables in the population; they are independent.

Where fo = the observed frequency (the observed counts in the cells) and fe = the

expected frequency if NO relationship existed between the variables. As depicted in the

formula, the Chi-Square statistic is based on the difference between what is actually

observed in the data and what would be expected if there was truly no relationship

between the variables.

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 53

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APPENDICES
 62
Appendices B. Sample Survey Questionnaire

THE EXTENT OF COLLABORATIVE LEARNING APPROACH TO

INCLUSIVE EDUCATION

Dear Respondent:

This questionnaire is prepared to gather information on the research entitled ‘THE

EXTENT OF COLLABORATIVE LEARNING APPROACH TO INCLUSIVE
EDUCATION AT BABAG NATIONAL HIGH SCHOOL’. Specifically, it is intended to
assess the extent of collaborative learning approach to Inclusive Education. The
information you provided will be used only for research purposes and will remain highly
confidential. There is no need to write your name. Your genuine responses to all items
across all the sections of the questionnaire contribute a lot to the successful completion of
this study. You are therefore kindly requested to provide genuine information.

Thank you very much for your cooperation.

Please show your response(s) by writing the necessary information.

Part I: Demographic Profile

1. Educational Attainment:

____ Bachelor’s Degree ____Masteral Unit _____Master’s Degree

2. Years in Service as a teacher in Inclusive Education:

____0-3 ____4-8 ____9-11 ____12 or more

 Entirely Largely
Part II: Collaborative Learning
5
as a Strategy
4
inSomewhat Entirely
an3 Inclusive 2
Not at all
Education
1
63

1. You structure your

cooperative learning activities
to ensure that all group
members actively work
together.
2. Group members actively
participate.
3. Your students complete their
share of the group task.
4. You implement cooperative
learning in order to increase
academic achievement.
5. You implement cooperative
learning in order to improve
social skills.
6. You implement cooperative
learning in order to motivate
students.
7. You implement cooperative
learning in order to raise self-
esteem.
8. You implement cooperative
learning to prepare students for
the real world.
9. You implement cooperative
learning to promote friendship
among students.
10. You implement cooperative
learning to give students
responsibility.
11. You implement cooperative
learning to foster positive
student attitudes towards
learning.
12. You implement cooperative
learning to enhance the low
learning ability of the students.

13. You implement the

cooperative learning to enhance
student’s peer interaction.

14. You implement cooperative

learning to discipline students
when working with their peers.

15. You implement cooperative

learning to help students meet
the school goals.
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Appendices C. Map

Research Environment