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ENHANCEMENT OF COLLABORATION ACTIVITIES UTILIZING 21ST CENTURY

LEARNING DESIGN RUBRIC

Thesis · December 2016

DOI: 10.13140/RG.2.2.22924.31364

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 ENHANCEMENT OF COLLABORATION ACTIVITIES UTILIZING 21 ST
CENTURY LEARNING DESIGN RUBRIC

DAVE D. CUBERO1, LADY CLARE V. GARGAR2 AND GERLETT GRACE D.

NALLANO3
JOY R. MAGSAYO 4
RICA MAE B. GUARIN5 and MYRNA E. LAHOYLAHOY6

EXTENDED ABSTRACT
This study aims to enhance the collaborative skills of students through
conducting collaboration activities in learning the Ecosystem. This research utilizes
pretest-posttest and employs descriptive research designs. It uses modified activities
about the lesson on Ecosystem and utilizes a Collaboration Rubric to rate the modified
activities. The paired t-test is then used to analyze the data.
The In-Service teachers evaluated the 1st and 2nd adapted activity and are rated
as fair. Thus, the modified activities were enhanced since the ratings of each activity did
not meet the criterion of the collaboration rubric. As for the 3rd adapted activity is rated
as excellent and is ready for implementation. The evaluators provided comments and
suggestions such as producing colored pictures on the activities, omitting some
questions, and making the words simpler to enhance the activities.
The findings of the study shows the students’ performance in the posttest is
higher than the pretest which indicates that there is a significant difference between the
two tests given. The students’ conceptual understanding was also improved after
conducting the activities. Some students’ outputs were Outstanding, Satisfactory, Fairly
Satisfactory and Did Not Meet the Expectation. These results indicate that the students
learned and developed their collaborative skills. The students found the activity
interesting, enjoyable and useful. Furthermore, they understood the concept behind the
activity.
Keywords: Collaboration, 21CLD, Enhanced Activities
_______________

DAVE D. CUBERO, LADY CLARE V. GARGAR AND GERLETT GRACE D.

NALLANO are BSE General Science students of the Department of Science and
Mathematics Education, College of Education, Mindanao State University- Iligan
Institute of Technology, Iligan City, Lanao Del Norte, Philippines.
JOY R. MAGSAYO is a faculty of the Department of Science and Mathematics
Education, College of Education, Mindanao State University- Iligan Institute of
Technology, Iligan City, Lanao Del Norte, Philippines.
RICA MAE B. GUARIN AND DR. MYRNA E. LAHOYLAHOY are In- Service
teachers at MSU- Institute of Technology.
INTRODUCTION
According to DaFour (2004), cited from the study of Hougland, et. al. (2010),
entitled Creating a Foundation for Collaboration Skills in Pre-service Teachers, to create
a professional learning community, one must “focus on learning rather than teaching,
work collaboratively and hold yourself accountable for results.”
An active participation amongst members of a group is a vital value towards the
success of the activity. Each member of the group has a crucial role in order to fulfill the
task which enables everybody accountable for the outcome of the given task. Every
learner is assigned to work a certain role and perform it with excellence.
In various science activities, learners are required to work collaboratively and
develop unity, cooperation and self-reliance amongst themselves. Working
collaboratively helps students become more sensitive towards the group and the
success of the task. It is a new way to encourage learners to learn new ideas and to
respect everybody’s contribution.
To collaborate with others means to be able to demonstrate the ability to work
effectively and respectfully with diverse teams, to exercise flexibility and willingness to
be helpful in making necessary compromises to accomplish a common goal, to assume
shared responsibility for collaborative work, and to value the individual contributions
made by each team member (P21 Framework Definitions, n.d.).
Collaboration occurs when students work together to create, discuss, challenge
and develop deeper critical thinking. In today’s workplace, collaboration is essential as
only few tasks are completed alone (Calgary and Park, 2016).
According to Quinn (2012), the traditional way of having group activities is being
utilized in today’s classroom setup. He emphasizes that in worst cases, group work is
assigned when a teacher doesn’t feel like teaching. The teacher gives students some
questions and instructs them to talk them over in groups. The teacher then sits at his
desk checking his email while students have half-hearted conversations before veering
off topic. This is hardly an effective way to teach collaboration. Situations like this
confound the problem by leading to a perception that group work is both unproductive
and a sign of laziness on the part of the teacher—a way of shirking responsibility in the
name of another progressive pedagogical tactic.
In line with this, the study therefore aims to promote collaboration skills among
learners as it is deemed as one of the top 21st century skills. The study aims to improve
the students’ collaborative skills through designing enhanced collaboration science
activities, specifically in the context of teaching the lesson on learning the Ecosystem.

Statement of the Problem

This study aims to enhance collaboration skills through modifying the

collaboration activities used in teaching the lesson on ecosystem. Specifically, it seeks
to answer the following questions.
1. How were the activities modified?
2. What were the evaluators rating of the modified activities?
3. What are the comments and suggestions of the evaluators on the modified
activities?
4. How were the activities enhanced?
 5. What are the scores of the students in the following:
a. Pretest
b. Posttest
6. Is there a significant difference in the performance of the students in the pretest
and posttest?
7. What are the performance of the students in the following:
a. Activity 1
b. Activity 2
c. Activity 3
8. What is the conceptual understanding of the students on ecosystem?
9. What is the quality of the students’ output?
10. What are the perceptions of the students in the enhanced activities about the
lesson on ecosystem?
Significance of the Study
A learning activity is any task that students do as part of their school related
work. It can be an exercise that students complete in one class period, or an extended
project that takes place both in and outside of school. The use of collaborative activities
to facilitate learning and catch the attention of the students has made the Science
subject better understood and appreciated. It helps students learn the important
collaboration skills of negotiation, conflict resolution, agreement on what must be done,
distribution of tasks, listening to the ideas of others, and integration of ideas into a
coherent whole.
This study is conducted to strengthen students’ understanding of the lesson on
Ecosystem through the use of collaboration activities.

Scope and Limitation of the Study

The main focus of the study is to enhance collaboration skills of the students
through the use of collaboration activities in learning the lesson about the Ecosystem.
The study was conducted at Geronima Cabrera National High School with Grade 7
students as participants. It was limited on the attitude and availability of the students.

Review of Related Literature

Related Literature
Twenty first century learners have incredibly diverse learning interests, needs,
and aspirations. Engaging middle school students and sculpting successful, confident,
and creative learners is a constant endeavor for educators (Quinn, 2015).
The traditional focus on knowledge requires to be substituted by 21st Century
Skills and competencies that are necessary for working in future real life contexts.
These skills demand significant changes in the curriculum. Teachers need to be
supported to implement these 21st Century Skills in their daily practices (Klaver, 2014).
Every 21st Century Skills implementation requires the development of key
academic subject knowledge and understanding among all students. Those who can
think critically and communicate effectively must build on a base of key academic
subject knowledge (The Partnership for 21st Century Learning, 2015).
 There is growing agreement in many countries that students need more than rote
subject matter understanding to succeed in this rapidly changing world. Instead, they
need to be skilled at collaborating, constructing deep subject-matter knowledge, solving
real-world problems, using information and communication technologies (ICT) in
powerful ways, and a host of other 21st Century Skills that traditional schooling models
rarely promote. 21st Century Learning Design (21 CLD) helps teachers build
opportunities for students to develop these skills in their classroom (21st Century
Learning Design (21CLD), 2016).
According to Jones (2015), students seek companionship and collaborative
activities in the classroom. Harnessing that and teaching them how to collaborate is
critical in ensuring they learn this skill and apply it successfully in all educational and life
situations. Coming together is a beginning. Keeping together is progress.
Furthermore, according to the study of Damit, Shahrill and Roslan (2015),
entitled Investigating the Effectiveness of an Assessment Task through Collaboration in
a Bruneian Classroom, a well-desig ned assessment task was one of the ways in
helping the students acquire and develop the essential collaborative skills. To achieve
such skills at the highest level, the students need to fulfill the four main criteria which
are: (1) cooperation with team members, (2) shared responsibility, (3) making
substantive decisions together and, (4) interdependent students’ work. Furthermore, the
consistency in working as a group to complete the given task throughout the lessons is
crucial to ensure that every student learn the skills. A group work is not consistent when
group members do not engage themselves to participate in their group discussions and
fail to contribute any ideas at certain lessons even though all the team members may be
involved in giving presentation for their project during the final lesson intervention. This
is due to the fact that assessment is made throughout the lessons and not only during
the presentation session.
A study by Magsayo (2011), entitled Investigating Herbal Medicine in the
Community: WebQuest Activity, utilized pretest-posttest in one group design with a
qualitative support using the perception questionnaire which consists of questions
regarding the activity. It showed that there was a positive shift in the performance of the
students. Collaboration skill ranked first among the 21st Century Skills that was most
developed by students. For them, teamwork is essential in achieving desired output.
The students also recognized the importance of cooperation, helping one another, and
sharing ideas. Thus, the designed webquest activity on herbal medicine improved the
academic performance of the students. The activity also helped the students develop
21st Century Skills such as collaboration, self-direction, technology literacy, and
creativity.
In the study entitled Assessing Students’ Collaboration and Problem Solving
Skills in a Group Activity conducted by Magsayo, et.al (2013), results revealed that the
students often developed the following skills: helping direct the division of tasks,
contributing facts and opinions, identifying necessary changes and encouraging group
action for change, inviting everyone’s participation, and responding enthusiastically to
each member. The students expressed that they felt good about what they were able to
contribute to the group. The researchers observed the students as they planned,
designed and constructed their models. Results showed that four out of seven teams
scored “good”, two groups scored “very good” and one group scored “excellent”. This
implies that students still need support on how to enhance their collaboration skills in a
group activity. A significant increase in students’ posttest scores was also noticed as
compared to the pretest scores.

Research Design and Methodology

Research Locale
The study was conducted at Geronima Cabrera National High School formerly
known as Riverside High School, located at Brgy. Riverside, Kolambugan, Lanao del
Norte 9207, Mindanao, Philippines.
Subject of the Study
The participants of the study were 107 Grade 7 students of Geronima Cabrera
National High School. The students come from three selected sections that were
chosen based on a purposive sampling method.
Research Design
This study utilized both quantitative and qualitative research methods. The
quantitative data were obtained through the performance of the students in the activities
and their pretest and posttest scores. On the other hand, the qualitative data were
obtained from the In-Service teachers’ comments and suggestions on the activities, the
students’ conceptual understanding of the topic about Ecosystem, and their perception
towards the activities. Purposive sampling was used in selecting the school and the
respondents that constitute the subjects of this study.
Research Instruments Used
The following instrument was used in gathering the data of this study.
Collaboration Rubric - the rubric from the 21 CLD Learning Activity that was used to
rate the modified activities.The adapted activities were evaluated using this rubric. If the
rating of the activity ranges from 1-3, the activity needs to be improved and modified.
However, if the rating of the activity ranges from 4-5 the activity should be retained.
Adapted Activities about the Lesson on “Ecosystem” – These are the adapted
activities chosen by the researchers based from the K-12 Science Curriculum Guide.
Modified Activity – This is the improved version of the adapted activities used by the
participants. The researchers and In-Service Science teachers provided comments and
suggestions to enhance and modify the activities.
Scoring Guide – This is the researchers' guide in checking the student’s activities.
Achievement Test – 30 item test made by the researchers which was given to the
students before and after conducting the activities.
Perception Questionnaire – a 15 item questionnaire which researchers used in order
to know the perception of the students about the given activities. It consists of 14
positive statements and 1 negative statement. The students rated each statement
according to the following scale: 1 – Very True; 2 – Somewhat True; and 3 – Not at all
True
Data Gathering Procedure
The researchers and the In-Service Science teachers evaluated the adapted and
modified activity based on the Collaboration Rubric. Comments and suggestions of the
evaluators to further enhance the activities were considered. After such enhancement,
implementation was employed and the pretest was administered. The following day, the
enhancement activity was conducted, and then the students were given the posttest.
 Results and Discussions
Enhancement Process of the Activities
Figure 1 shows the enhancement process of the activities. The topic selected
was based from the Science Curriculum Guide. The activities adapted were based from
the Grade 7 Science Module for the second quarter and from an online source. The
adapted activities were then evaluated by the researchers and In-Service Science
Teachers based on the 21 CLD Collaboration Rubric. After the evaluation, the activities
with ratings that ranged from 1-3 were subject to modification and enhancement, while
the activities with ratings that ranged from 4-5 were considered ready for
implementation.

Figure 1. Enhancement and Implementation Process

The adapted activities were evaluated by the researchers and ten In-Service
Science teachers with the use of the 21 CLD Collaboration Rubric.
Table 1 shows the rating of the researchers on the adapted activities. Based on
the result, Activities 1 and 2 needed to be modified for it did not reach the standards set
by the Collaboration Rubric. On the other hand, Activity 3 is retained.
Table 2 shows the rating of the In-Service Science teachers on the adapted
activities. Based on the result, Activities 1 and 2 need to be modified and Activity 3 had
to be retained.
 Table 1. Rating of the Adapted Activities by the Researchers
Activity Mean
Title of Activity Description
Number Rating

Students DO work together, BUT they DO NOT

All Things Bright and
1 2.00 have shared responsibility.
Wonderful
.

2 We Interact As One 2.00 Students DO work together, BUT they DO NOT

have shared responsibility.
Students DO have shared responsibility AND
they DO make substantive decisions together
If You Owned The
3 4.33 about the content, process, or product of their
Ecosystem
work AND their work is interdependent.

Table 2. Rating of the Adapted Activities by the In-Service Science

Activity Mean
Teachers Title of Activity Description
Number Rating

All Things Bright and Students DO have shared responsibility BUT

1 3.00 they ARE NOT required to make substantive
Wonderful
decisions together.
Students DO have shared responsibility BUT
2 We interact as One 2.50 they ARE NOT required to make substantive
decisions together.
Students DO have shared responsibility AND
they DO make substantive decisions
If You Owned The together about the content, process, or product
3 4.50
Ecosystem of their work AND their work is
interdependent.

40
Pretest and Posttest Result
30
Scores

20

10

0
13

21

29

37
17

25

33

41
45
49
53
57
61
65
69
73
77
81
85
89
93
97
5
1

101
105

Student Respondents
pretest posttest test items

Figure 2.Graph of the Pretest and Posttest Result

 Figure 2 shows the graph presentation of the student respondents’ score from
their pretest and posttest. In the graph, the x-axis corresponds to the number of
respondents while the y-axis corresponds to the scores of each respondent. The colors
in the graph are blue, red, and green. The blue color indicates the pretest scores, the
red color indicates the posttest scores, and the green color indicates the total number of
test items. The graph implies that there is a change between the pretest and post test
scores of the students. This means that the students improved their scores after doing
the collaboration activities.
Table 3. Comparison between the Pretest and Posttest
Compared Groups Pretest Posttest

Mean 10.31 13.35

Standard Deviation 3.83 3.84

Mean Difference -3.037

SD Difference 0.004143

degrees of freedom 106

t-value -5.79*

p-value 2.48E-08

*Significant at = 0.05
H0: There is no significant difference between the scores of the students in pretest and posttest.
. Table 3 shows the comparison between the means of the pretest and posttest of
the student respondents, revealing a significant difference between the two tests. The
table shows the computed mean of 10.31 for the pretest and the computed mean of
13.35 for the posttest. Moreover, the researchers calculated the difference of both
pretest and posttests, with a mean of -3.037, and the computed performance of the
students with a t-value of -5.79. This result indicates that there is a significant difference
between the scores of the students from the pretest and posttest.

Figure 3 shows the scores of the students in Activities 1, 2 and 3. In Activity 1, 11

out of 18 students acquired a percentage below 75 which means they “Did not Meet
Expectation”. Two groups had a percentage ranging from 80-84 which means
“Satisfactory”. One group had a percentage ranging from 85-89 which means “Very
Satisfactory”, and four groups had a percentage ranging from 90-100 which means
“Outstanding”.
In Activity 2, 14 out of eighteen 18 groups acquired a percentage below 75 which
means they “Did not Meet Expectation”. One group had a percentage ranging from 80-
84 which means “Very Satisfactory”. Three groups had a percentage ranging from 90-
100 which means “Outstanding”.
In Activity 3, 16 out of 18 students acquired a below 75 which means they “Did
not meet expectation”. One group had a percentage ranging from 80-84 which means
“Satisfactory”, and one group had a percentage ranging from 90-100 which means
“Outstanding”.
 Performance of the Students in Activities 1, 2
and 3

17

15

13
Group Number

11
Activity 3
9
Activity 2
7
Activity 1
5

1
0 20 40 60 80 100 120
Percentage

Figure 3. Performance of the Students in Activities 1, 2 and 3

Legend: 75- Below: Did not Meet Expectation, 75- 79: Fairly Satisfactory, 80- 84: Satisfactory,
85- 89: Very Satisfactory, 90- 100: Outstanding

Quality of the Students Output

Figure 4. Outstanding Outputs of the Students

Figure 4 shows the samples of an outstanding student output from the activity.
This output has a rating that ranged from 90-100 and was marked as “Outstanding”
based on the DepEd K to 12 Grading System.
Figure 5 reveals that the students found the enhanced activities conducted to
have values and are useful. The students gave an overall rating of 2.54 (Very True) of
the activities. They were interested and have enjoyed doing the activities with an over-
all rating of 2.35 (Very True). Also, it shows that the students have a perceived choice
on doing the activities with an over-all rating of 2.34 (Very True). This implies that the
students had gained values and perceived the activities useful and they were interested
in doing the activities. They also enjoyed performing their tasks and they were willing to
perform the activities.
 2.6

2.55

2.5

2.45
Rating

2.4

2.35

2.3

2.25

2.2
Values and Usefulness Interest and Enjoyment Percieved Choice
Perception

Figure 5. Summary of Perception from the Pupils

Conclusion
There is a significant increase on the performance of the students in the posttest
compared to the pretest. This shows that the difference between the result of the pretest
and posttest of the students is highly significant. The students’ conceptual
understanding was improved after conducting the activities. Some students’ outputs
were marked Outstanding, Satisfactory, Fairly Satisfactory and Did Not Meet the
Expectation. Thus, this implies that the enhanced activities assured the learning and the
improvement of the collaborative skills of the students on the lesson about the
Ecosystem.

Recommendations
1. Teachers who will evaluate the activities on collaboration may be chosen on the basis
of their knowledge about 21 CLD.
2. Since DepEd utilizes the K to 12 Learners Module, it is recommended for the
curriculum implementers to review and utilize the activities that promote 21 st century
skills.
3. Future researchers may use other activities in the different learning areas
found from the K to 12 Curriculum Guide that enhances 21 st Century Skills to
determine its impact to the students by utilizing the 21 CLD rubrics
4. Teachers need to attend trainings/ seminar workshops about 21 st century skills for
them to implement the activities properly.
 References
Damit, Shahvill and Roslan (2015). Investigating the Effectiveness of an Assessment
Task through Collaboration in a Bruneian Classroom Retrieved: March 21,
2016 from, http://www.mcser.org/journal/index.
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F45CBE4909PQ/9?accountid=141440
Klaver (2013). Implementing 21st Century Skills in Dutch secondary education.
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(2013) Assessing Students’ Collaboration and Problem Solving
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