Chapter-1-3 Group 2 Set A-4

DASMARIÑAS EAST INTEGRATED HIGH SCHOOL
1
Senior High School Department
THE EFFECTS OF COOPERATIVE LEARNING TO SELF-ESTEEM
AND ACADEMIC PERFORMANCE OF SENIOR HIGH
SCHOOL STUDENT OF DEIHS
A Research Presented to the

Senior High School Faculty
Dasmarañas East Integrated High School
City of Dasmariñas, Cavite
In Partial Fulfilment of the Requirements for

Practical Research 2
MEMBERS:
Agpaoa, Mark Wency
Basilla, Warren
Esposo, Juvy Mae
Fancisco, Roderick
Marquez, Marinella Molina
Rodriguez, Rajj
January 2023
2
CHAPTER 1
INTRODUCTION
Background of the Study
According to Silalahi & Hutauruk (2020), cooperating learning involves students working
together to learn, sharing ideas, and taking ownership of both their individual and group
learning objectives. It has something to do on how students interact with one another as
they work together in order for them to complete and accomplish the task.
Teaching student collaboration and teamwork skills is an important objective of
cooperative learning, according to Silalahi and Hutauruk (2020). The community places
a high value on having this expertise. Despite their varied cultural backgrounds, many
adults work in institutions that are interconnected with one another in society. Many
children and adults still struggle with social skills today. How frequently little arguments
between people can escalate into violence serves as evidence of this predicament.
Working in small groups, students can assist one another in learning academic material
through cooperative learning (Slavin, 1980 as cited by Karali & Aydamir, 2018). This
prerequisite is greatly rewarded and successful when it is met through cooperative
learning. Success boosts a person's self-confidence and makes them more capable
and enthusiastic in learning mathematics. Mathematical hurdles that can negatively
impact a person's effectiveness in social engagement with friends could be overcome
by helping that person cultivate a positive mindset. A person can also teach and
encourage his or her friends to believe in themselves (Karali & Aydamir, 2018).
3
According to the information acquired by Gillies (2014) as cited by Santos Rego et.al.,
(2018) cooperative interaction structures offer stronger cognitive-affective profitability
than individualistic and competitive structures. Students perform better in school by
becoming more independent, being more motivated and persistent, and raising their
levels of self-worth, self-efficacy, and responsibility (Johnson, Johnson, Roseth, &
Seob, 2014 as cited by Santos Rego et.al., 2018). This aims to promote students'
various abilities and skills by working together in the classroom setting. Teachers of
mathematics, natural sciences, Galician language and literature, and Spanish language
and literature who had previously received cooperative learning training were in charge
of its development. The chosen technique had to be used by teachers for at least a
month and a half (Santos Rego et.al., 2018).
The purpose of self-esteem is to feel and imagine that people nurtured in their mind
over time about their self. Children with high self-esteem, usually feel good about
themselves and better able to resolve their conflicts with other children and are resistant
to deal with problems. With these studies, the research proposed this study wants to
dig and study deeper on the effects of cooperative learning to students self-esteem and
academic performance. This research study aims to give emphasis on the importance
of cooperative learning, self-esteem and academic performance in school and envisions
to provide a better point that can be used to propose projects and future plans on
planning and improving our curriculum. A program that focuses more on group learning
that will enable everyone to participate and learn at the the same time
4
The arrival of the coronavirus, which shook the world and swiftly turned into a worldwide
upheaval, making 2020 the year that human life in the world underwent a complete
transformation. Social distance and the requirement to maintain it in order to slow the
virus' pace of transmission have an impact on how people interact with one another.
Education has been impacted, as have all other areas. Schools, which serve as
community hubs, unavoidably become a significantly affected area that needs to adjust
to this pandemic. The government's advice must be disregarded, as does the manner of
instruction in the classroom. If schools are closed, the content has not been finished or
cannot be finished. (Silalahi & Hutauruk. 2020).
Our country is finally recovering from the problems caused by the pandemic.
Businesses are starting to operate again, public transport is now available everywhere,
we are no longer required to wear face shield and face mask and some services are
now accessible with ease. Among the things that are mentioned, the biggest comeback
Philippines had recently is the opening of schools from all levels, private and public.
Though some of schools are still implementing blended learning (a mixture of face-to-
face and online class), many have opened the gates of their schools and universities to
welcome students and provide education through the way Filipinos are used to, and
that is a physical or interactive learning.
According to Silalahi & Hutauruk (2020) there are still teachers who believe that the
old paradigm is the only option. They use the lecture method and are already
preoccupied with the material in the book, expecting students to sit, be quiet, listen,
5
take notes, and memorize while pitting students against one another. In the case of
learning, teachers must be able to connect past events to current events. Teachers
must have a deep understanding of humanity, culture as a social heritage, and social
change that occurs in the social environment in order to relate facts on the ground.
A teacher needs to innovate in their teaching, especially when it comes to using
tactics and learning models to enhance comprehension and efforts to increase
student awareness. The emphasis on more effective student involvement is a new
style in learning, therefore in the implementation of learning, the teacher's approach
and the use of cooperative learning models are needed to meet the learning
objectives to be attained, according to Widja (1998) as cited by Silalahi & Hutauruk
(2020).
In today’s generation, teachers are very much aware of the different techniques and
strategies to be used in any subjects to ensure the learning of the students. Different
styles, ice-breakers, and tricks will be proposed by the teacher not just only for the
students to master the lesson but also to for the teachers to properly meet and attain
the learning objectives for every lesson. With all of these, would that be enough for
the students to perform well in school? To have self-esteem?
Statement of the Problem
Generally, this study aims to identify the effects of cooperating learning activities to
the self-esteem and academic performance of the SHS students of Dasmariñas East
Integrated High School.
Specifically, it aims to answer the following questions:

6
1. What is the demographic profile of the respondents in terms of
a. age
b. sex
c. year level?
2. What is the level of effectivity of group activities to the participants' self esteem?
3. What is the level of effectivity of group activities to the participants' academic
performance?
4. What is the significant relationship of self esteem and academic performance
Scope and Delimitations
The study specifically focuses on students enrolled in senior high school, typically
aged between 16-20 years above. It examines the effects of cooperative learning on
self-esteem and academic performance within this particular educational level. The
research is conducted in senior high school classrooms, to investigate the impact of
cooperative learning on self-esteem and academic performance. aims to give
emphasis on the importance of cooperative learning, self-esteem and academic
performance in school and envisions to provide a better point that can be used to
propose projects and future plans on planning and improving our curriculum, in
grade 11, and 12 student of Dasmariñas East Integrated High School

7
However, the findings of the study may not be generalized to other educational
levels, such as primary or tertiary education, as the research is specifically focused
on senior high school students
Significance of the Study
This study benefited the following:
 Grade 12 student of dasmarinas east integrated high school.
This study may help them to gain more knowledge on the effects of cooperative learning self
esteem and academic performance
 Teacher of dasmarinas east integrated high school.
This study may help them and be able to heir student in their academic performance and to
motivate in their study.
 School administration.
They will benefit from this study because they can be guided in the formulation of future
modification of educational policies, curriculum and strategies.
 Parents of grade 12 student in dasmarinas east integrated high school.
This study may give them knowledge on how the cooperative learning affects the self esteem
and academic performance of their children
 Future researchers.
They will benefit from this because they may be able to use the result of this study in
researches in the future
CHAPTER 2
LITERATURE REVIEW
8
Teachers must create a conducive learning environment to students that requires a
very engaging and interesting atmosphere to secure the learning of the students.
Teachers must also achieve and attain the learning objectives as the students work
on their own or in a group. Since teachers nowadays can’t be able to have one-on-
one session with the students, cooperative learning are being implemented. Birt
(2021) stated that cooperative learning happens when students work in small groups
to achieve a common goal. Students can be able to learn not just only from their
teacher, but also from one another. In the cooperative classroom, students work
together as a team to create and to learn, but ultimately every individual student is
responsible for his or her own performance (Rigacci, 2020). The goals of cooperative
learning are to enhance learners' learning and to develop their social skills like
decision-making, conflict management and communication skills (Eslamian, Aref &
Aref, 2012). Cooperative learning is a methodology that employs a variety of learning
activities to improve students’ understanding of a subject by using a structured
approach which involves a series of steps, requiring students to create, analyze and
apply concepts (Kagan, 1990).
Cooperative learning also improve positive attitude towards learning (Johnson &
Johnson, 2008), improved social relations (Johnson & Johnson, 2005), in addition to
high self-esteem and cohesiveness (Sahin, 2010). Cooperative learning (CL) is
defined as a technique for helping students to work together in small groups more
effectively to achieve shared goals with maximum learning (Johnson and Johnson,
1999). Most of the students nowadays chose to keep all their ideas to themselves
9
instead of sharing it with other people. Interaction in teamwork makes education
better for children and that is not available in old teaching methods, teamwork
enables children to express their opinions, find solutions, give explanations, and also
enable them to build conceptual thinking and help them to develop communication
and social interaction. So that will reduce the extreme shyness of children
(Shamasna, 2003).
Almanin Al (2018) found that group work strategy is so important these days and
there are a lot of schools which apply it to their students. Even it takes a lot of time,
however, the results gained is very useful and important for both teachers and
students. Group work improves the learning, performance of students and thereby
improves their achievements, skills and behavior. According to Van Ryzin and
Roseth (2018), cooperative learning can also help improve students’ social
interaction and decrease victimization, stress, emotional problems, bullying, and
more. These are the common problems that students experiencing due to pandemic,
and with the help of cooperative learning and social interactions, the more they are
motivated. Cooperative learning can positively impact all learners whether they are
low-achievers, high-achievers, or have learning disabilities (Kent et al., 2015;
Sangeeta & Sunita, 2019).
Conceptual Framework
Independent Dependent
variables variables
Cooperative Self - Esteem

Learning
10
Research Hypothesis
Cooperative learning can affects to participants, A cooperative learning group is also
defined as a group that collaborates to achieve a common learning goal and regularly
assesses progress and performance towards that goal. The end result is that
everyone in the group will improve their academic performance
There is positive and meaningful relationships between self-esteem and academic
performance. There is significant differences in the level of academic performance
between boys and girls. There significant difference existed in the levels of self esteem
between boys and girls.
Definition of Terms
Academic Performance. The degree to which a student, instructor, or institution has
reached their short- or long-term educational goals is known as academic
achievement or academic performance. Academic achievement is the completion of
educational milestones such as secondary school diplomas and bachelor's degrees
Cooperative learning. an educational strategy called cooperative learning tries to
divide classroom activities into social and intellectual learning opportunities.
Cooperative learning has been defined as "organizing positive dependency," but it
involves much more than just putting students into groups.

11
Self-esteem. the belief in one's own abilities or value. Self-esteem includes
perceptions of oneself as well as emotional states including joy, anguish, pride, and
shame.
CHAPTER 3
METHODOLOGY
Research Design
This study is a quantitative research design using quasi-experimental method since
set of questions was given to senior high school students to identify the effectiveness
12
of cooperative learning to their self-esteem and academic performance. This
questionnaire served as the primary instrument and was designed in order to
accommodate enough information. Numerical data were gathered through list of
questions already prepared by the researchers and validated by an expert.
Data Instrument
In this research study, stratified random sampling will be used. The total number of
participants was 290. As a result, the respondents will be 145 Dasmarias East
Integrated High School (DEIHS) grade 11 and grade 12 students from any strand.
Furthermore, in this research study titled " The Effect of Cooperative Learning to Self
– Esteem and Academic Performance of Senior High School Student of Dasmañas
East Integrated High School’ 290 students from grades 11 and 12 will serve as
respondents or the primary source of information.
Population and Sample
Population:
Grade 11- total of 616 students
Grade 12- total of 430 students
(N) = 1, 046
Formula:
13
Given:
N= 1, 046
e= 0.05 / 5%
Solution:
Specialization Number Equal Proportional

of Students Allocation Allocational
Grade 11 616 145 171
Grade 12 430 145 119
Total (N) 1, 046 n= 290 n= 290

14
Stratified Random Sampling
Grade 11 - 616
Grade 12 – 430
TOTAL 1, 046
Grade 11 616 ÷ 1,046 × 290 = 171. 1
Grade 12 430 ÷ 1, 046 × 290 = 118. 9
TOTAL 290
Data Gathering Procedures
1.The researchers collected information through a survey.
2.A total of 290 people responded, including 145 students in grades 11 and 145
students in grades 12 at Dasmarias East Integrated High School.
3. Respondents will be given questionnaires to complete.

15
4.As a result of the research, the information gathered will be used to determine the
Effect of Cooperative Learning to Self – Esteem and Academic Performance of
Senior High School Student of Dasmañas East Integrated High School
5.Recommendations will also be made based on the data collected.
6. The responses of the respondents will be collected, analyzed, and interpreted by
the researchers.
Data Gathering Instrument
The researchers utilized a Survey Questionnaire as a data collection instrument for
gathering information from grade 11 and grade 12 senior high school students at
Dasmariñas East Integrated High School (DEIHS). This method has been widely
used by experts and researchers, ensuring its reliability and validity. Furthermore,
using a survey questionnaire makes it easier for participants to respond and express
their thoughts on the research study conducted by the researchers
Data Analysis Methods
The present study investigated the effects of cooperative learning on self-esteem and
academic performance. To collect data, the researchers employed survey
questionnaires. A total of two hundred ninety (290) survey questionnaires were
distributed and collected from senior high school students at Dasmarinas East
Integrated High School (DEIHS) in grades 11 and 12. The survey questionnaires
16
were divided into sections and strands corresponding to the participants' academic
levels. Upon data collection, the researchers entered the 290 survey questionnaires
into a Google Form survey website for data compilation. Furthermore, the
researchers utilized the same platform to analyze the data and determine the
percentage results, comparing the effects of two years of distance learning with the
newly implemented face-to-face classes.
CHAPTER 4
RESULTS, ANALYSIS, AND DISCUSSION
Overview of Chapter
This chapter provides interpretations of the questions posed in the statement of the
problem and presents the analysis of the data gathered in the study carried out by
the proponents on the "Effects of cooperative learning on self-esteem and academic
performance of Dasmarias East Integrated High School (DEIHS) - SHS." The

17
supporters also carefully examined the study's topic of inquiry and chose the survey
questions that needed to be sent to participants in order to gather data.
Data Collection Results
Gender
37.9% 59.
7%
Male Female Others
59.7 percent of respondents are male and 37.9% percent are female
Age
40
35
30
25
20
15
10
5
0
16 17 18 19 20 21 22 23
Age
18
Base in the chart that 57.9% percent of respondents have average of self-esteem, 20.7%
percent of respondents has a high rate and the 8.6% percent is very high rate of self-
esteem.
19
As you can see, 91.7% percent of respondents said yes that they are participating in
group activity. And 8.3% percent are said no about participating in group activity
44.5% percent have said that they regularly participate in group activity, 26.6% percent
occasionally, 14.8% percent rarely and 9% percent very frequently in group activity
20
Base on the chart 41.4% percent agree that group activity help them to understand the
complexity academic concept better, 25.9% percent are neutral, and 20.7% percent are
strongly agreeing.
41.7% percent has agree, and 15.5% percent strongly agree that participating in group
activities help them to improve their problem solving skills. 31.7% percent are neutral
37.6% percent are agree, 24.8% percent are strongly agree that group activities are
helping them to enhance their ability to work collaboratively, and 27.2% percent are
neutral
21
38.4% percent are agree, 17.6% percent are strongly agree that group activities have a
positive impact in their academic grades, and 31.5% percent are neutral
39% percent are agree and 20.3% percent are strongly agree that it have provide a
platform for sharing knowledge and learning with others, and 30.7% percent are
neutral.
22
42.1% percent are agree and 16.2% percent are strongly agree that they have a positive
perception of themselves and their abilities. 29% percent are neutral and 8.6% percent
are disagree about their perception and their self and abilities.
41.4% percent are agree, and 18.3% percent are strongly agree about their believe in
their capacity to succeed academic. And 29.7% percent are neutral
23
39.3% percent are agree, and 15.2% percent are strongly agree about the effect of their
self-esteem to their motivation to perform well academically, and they believe in their
capacity to succeed academically.
39.3% percent are agree and 14.8% are strongly agree about their confidence in
academic abilities. 33.1% are neutral and 8.6% are disagree about their confident in
academic abilities
24
34.5% percent are agree and 25.5% percent are strongly agree that they value their
academic achievement and contribute to their self-worth, and have confidence in
academic abilities. 24.8% of respondents are neutral and 11% percent are disagree
about value the academic achievement and contribute to self-worth, and confidence on
academic abilities.
Base on the chart that 90-100 (outstanding) are 24.7% precent, the 85-89(very
satisfactory) are 47.3% percent, 80-24 (satisfactory) are 26.9% percent, 75-79(fairly
satisfactory) and the below 70(did not meet the expectations) are 0.4& percent
Overview of Chapter
To facilitate data analysis, the proponents utilized the Google Form survey website,
25
which simplified the process and allowed for easy analysis of the gathered data. A
total of 290 participants took part in the study, with 171 participants from grade 11
and 119 participants from grade 12. The participants represented various strands,
including ABM, CCS, CSS, GAS, HUMSS, and TVL, for the academic year 2022-
2023 at Dasmariñas East Integrated High School (DEIHS).
The collected data was recorded and inputted using the Google Form Online Survey
website. Google Forms is a free online software tool that enables the creation of
surveys, quizzes, and various question types to gather information. It also provides
real-time analysis of the results, accessible from any device
CONCLUSION
In conclusion, the implementation of cooperative learning in senior high school
classrooms has consistently demonstrated its effectiveness as a valuable teaching
method. The positive impact of cooperative learning is evident in various aspects,
including improved self-esteem and enhanced academic performance among
students. By fostering a collaborative environment, encouraging active
engagement, and creating a supportive learning atmosphere, cooperative learning
empowers senior high school students to excel not only academically but also
personally.
One of the significant benefits of cooperative learning is its ability to promote
positive self-esteem in students. Working collaboratively allows students to develop
a sense of belonging, as they actively contribute to group discussions, share ideas,
and collaborate on tasks. This active participation and involvement in the learning
26
process help students build confidence in their abilities, as they receive support and
recognition from their peers. By experiencing success and receiving constructive
feedback within the cooperative learning framework, students develop a positive
self-perception and a belief in their capacity to succeed.
Moreover, cooperative learning has consistently shown a positive correlation with
academic performance. Through collaborative activities and group projects,
students are exposed to diverse perspectives, different learning styles, and a range
of problem-solving approaches. This exposure expands their knowledge base,
promotes critical thinking, and enhances their ability to analyze and evaluate
information. Additionally, cooperative learning encourages students to actively
engage with the subject matter, as they are motivated by the shared responsibility
of the group and the desire to contribute meaningfully. As a result, students
demonstrate improved retention of knowledge, increased information recall, and
better application of learned concepts in real-world scenarios.
In addition to its impact on self-esteem and academic performance, cooperative
learning also cultivates important social and interpersonal skills. Within a
cooperative learning setting, students develop effective communication skills, learn
to work collaboratively in diverse teams, and acquire conflict resolution and
problem-solving abilities. These skills are essential for success not only in the
academic setting but also in future personal and professional endeavors. By
creating an environment that values cooperation and teamwork, cooperative

27
learning equips students with the necessary skills to thrive in a rapidly changing
world that increasingly relies on collaboration and collective problem-solving.
As educators continue to explore innovative pedagogical approaches, cooperative
learning stands out as a promising tool for promoting positive student outcomes. Its
ability to create an inclusive, engaging, and supportive learning environment makes
it well-suited for senior high school classrooms. By incorporating cooperative
learning strategies into their teaching practices, educators can harness the full
potential of their students, fostering their academic growth, personal development,
and overall success.
RECOMMENDATIONS
Group Formation: Carefully consider how groups are formed to ensure diversity in
terms of abilities, interests, and personalities. Mixed-ability groups can provide
opportunities for peer support and learning from one another.
Clear Goals and Roles: Clearly communicate the learning objectives and individual
roles within the group. This helps students understand their responsibilities and
encourages active participation.

28
Positive Interdependence: Create tasks that require group members to rely on one
another to achieve a common goal. This fosters a sense of interdependence and
encourages cooperation rather than competition.
Individual Accountability: Hold each student accountable for their contribution to
the group's work. Assess individual performance as well as group performance to
ensure that all students are actively engaged and motivated to contribute.
Regular Reflection and Feedback: Incorporate opportunities for students to reflect
on their own learning and the group dynamics. Encourage open communication and
provide constructive feedback to help students improve their collaborative skills.
Teacher Facilitation: Act as a facilitator and guide during group activities, providing
support and scaffolding as needed. Monitor group interactions and intervene when
necessary to ensure equal participation and positive communication.
Celebrate Success: Acknowledge and celebrate the achievements of the groups as
well as individual students. Recognize their efforts, progress, and contributions to
foster a positive learning environment.
Establish a Supportive Classroom Culture: Promote a classroom culture that
values collaboration, respect, and empathy. Encourage students to support and
encourage their peers, fostering a positive and inclusive learning environment.

29
Variety of Group Structures: Incorporate various group structures such as pairs,
small groups, and larger teams to provide students with different experiences and
foster adaptability in working with different individuals.
Reflection on Individual Growth: Encourage students to reflect on their personal
growth and development throughout the cooperative learning process. Help them
recognize their strengths, areas for improvement, and the positive impact of
collaboration on their self-esteem and academic performance.
CITED REFERENCES
Silalahi, T. F., & Hutauruk, A. F. (2020). The application of cooperative learning
model during online learning in the pandemic period. Budapest International
Research and Critics Institute-Journal (BIRCI-Journal), 3(3), 1683-1691. Retrieved
from: https://doi.org/10.33258/birci.v3i3.1100
Karali, Y., & Aydemir, H. (2018). The Effect of Cooperative Learning on the
Academic Achievement and Attitude of Students in Mathematics Class. Educational

30
Research and Reviews, 13(21), 712-722. Retrieved from:
https://doi.org/10.5897/ERR2018.3636
Slavin RE (1981). Synthesis of Research on Cooperative Learning Research
Information Service pp. 655-660. Retrieved from: https://eric.ed.gov/?id=EJ247023
Santos Rego, M. A., Ferraces Otero, M. J., Godás Otero, A., & Lorenzo Moledo, M.
D. M. (2018). Do cooperative learning and family involvement improve variables
linked to academic performance?. Psicothema. Retrieved from:
https://doi.org/10.7334/psicothema2017.311
Gillies, R. (2014). Developments in cooperative learning: Review of research. Anales
de Psicología, 30(3), 792-801. Retrieved from:
http://dx.doi.org/10.6018/analesps.30.3.201191
Johnson, D., Johnson, R., Roseth, C., & Seob, T. (2014). The relationship between
motivation and achievement in interdependent situations. Journal of Applied Social
Psychology, 44(9), 622-633. Retrieved from: https://doi.org/10.1111/jasp.12280

31
Orth, U., & Robins, R. W. (2014). The Development of Self-Esteem. Current
Directions in Psychological Science, 23(5), 381–387.
https://doi.org/10.1177/0963721414547414
Paola Corsano,Alessandro Musetti,Luca Caricati,Barbara Magnani; Journal of
Adolescence Elsevier (July 2017)
https://doi.org/10.1016/j.adolescence.2017.04.010
Ronningstam, E. Intersect between self-esteem and emotion regulation in
narcissistic personality disorder - implications for alliance building and
treatment. bord personal disorder emotion dysregul 4, 3 (2017).
https://doi.org/10.1186/s40479-017-0054-8
Drew P. Cingel, Michael C. Carter, Hannes-Vincent Krause ; Current Opinion in
Psychology
Elsevier (June 2022)
https://doi.org/10.1016/j.copsyc.2022.101304
Slavin, R. E. (2013). Cooperative learning and achievement: Theory and
research. In W. M. Reynolds, G. E. Miller, & I. B. Weiner (Eds.), Handbook of
psychology: Educational psychology (pp. 179–198). John Wiley & Sons, Inc..
32
Altun, S. (2017). The effect of cooperative learning on students’ achievement
and views on the science and technology course. International Electronic
Journal of Elementary Education, 7(3), 451–468. Retrieved from
https://www.iejee.com/index.php/IEJEE/article/view/91
https://myjms.mohe.gov.my/index.php/ijeap/article/view/19526/10387
https://francis-press.com/uploads/papers/
8j3ZAF3qQUV0PwVgZPheOLkTfQgFoiZG0UNGg994.pdf
https://www.researchgate.net/publication/
281102103_Effects_of_Cooperative_Learning_on_Students'_Academic_Achieveme
nt
https://files.eric.ed.gov/fulltext/EJ1068065.pdf
https://www.researchgate.net/publication/
292996268_Cooperative_Learning_and_Students'_Self-esteem
APPENDIX A
33
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Chapter-1-3 Group 2 Set A-4

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DASMARIÑAS EAST INTEGRATED HIGH SCHOOL

THE EFFECTS OF COOPERATIVE LEARNING TO SELF-ESTEEM

AND ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENT OF DEIHS

A Research Presented to the

In Partial Fulfilment of the Requirements for

Esposo, Juvy Mae

Marquez, Marinella Molina

Background of the Study

Teaching student collaboration and teamwork skills is an important objective of

prerequisite is greatly rewarded and successful when it is met through cooperative

and enthusiastic in learning mathematics. Mathematical hurdles that can negatively

impact a person's effectiveness in social engagement with friends could be overcome

(2018) cooperative interaction structures offer stronger cognitive-affective profitability

than individualistic and competitive structures. Students perform better in school by

levels of self-worth, self-efficacy, and responsibility (Johnson, Johnson, Roseth, &

month and a half (Santos Rego et.al., 2018).

of cooperative learning, self-esteem and academic performance in school and envisions

cannot be finished. (Silalahi & Hutauruk. 2020).

that is a physical or interactive learning.

A teacher needs to innovate in their teaching, especially when it comes to using

tactics and learning models to enhance comprehension and efforts to increase

student awareness. The emphasis on more effective student involvement is a new

style in learning, therefore in the implementation of learning, the teacher's approach

objectives to be attained, according to Widja (1998) as cited by Silalahi & Hutauruk

the students to perform well in school? To have self-esteem?

Statement of the Problem

Specifically, it aims to answer the following questions:

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

3. What is the level of effectivity of group activities to the participants' academic

4. What is the significant relationship of self esteem and academic performance

Scope and Delimitations

research is conducted in senior high school classrooms, to investigate the impact of

cooperative learning on self-esteem and academic performance. aims to give

emphasis on the importance of cooperative learning, self-esteem and academic

grade 11, and 12 student of Dasmariñas East Integrated High School

levels, such as primary or tertiary education, as the research is specifically focused

on senior high school students

Significance of the Study

This study benefited the following:

 Grade 12 student of dasmarinas east integrated high school.

esteem and academic performance

 Teacher of dasmarinas east integrated high school.

motivate in their study.

modification of educational policies, curriculum and strategies.

 Parents of grade 12 student in dasmarinas east integrated high school.

and academic performance of their children

researches in the future

Teachers must create a conducive learning environment to students that requires a

together as a team to create and to learn, but ultimately every individual student is

decision-making, conflict management and communication skills (Eslamian, Aref &

Aref, 2012). Cooperative learning is a methodology that employs a variety of learning

activities to improve students’ understanding of a subject by using a structured

apply concepts (Kagan, 1990).

high self-esteem and cohesiveness (Sahin, 2010). Cooperative learning (CL) is

instead of sharing it with other people. Interaction in teamwork makes education

interaction and decrease victimization, stress, emotional problems, bullying, and

low-achievers, high-achievers, or have learning disabilities (Kent et al., 2015;

Sangeeta & Sunita, 2019).

Cooperative Self - Esteem

Cooperative learning can affects to participants, A cooperative learning group is also

everyone in the group will improve their academic performance

There is positive and meaningful relationships between self-esteem and academic