ROTATIONAL GROUPING TECHNIQUE: EFFECTS ON GRADE 11 LEARNERS’

ACEDEMIC ACHIEVEMENT IN EARTH AND LIFE SCIENCE

A Research Paper

In Partial Fulfillment for the Requirement of the Course-

Assessment and Evaluation in Science and Mathematics

SHYLZA C. TIPALAN
PhD SciEd-Biology
Student

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2
 APPROVAL SHEET

The Research Paper attached hereto entitled “ROTATIONAL GROUPING

TECHNIQUE: EFFECTS ON GRADE 11 LEARNERS’ ACADEMIC ACHIEVEMENT
IN EARTH AND LIFE SCIENCE” prepared and submitted by Shylza C. Tipalan in
partial fulfillment of the requirements for the course of Assessment and Evaluation in
Science and Mathematics was successfully defended in January 20,2023

DOUGLAS A. SALAZAR, PhD

The Instructor/Adviser

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 ACKNOWLEDGEMENT

The author is so grateful to the following people behind the success of the completion
of this paper:

First and foremost, to the ever loving and gracious God, for being a great provider of
all her needs, for giving encouragement, wisdom, full protection and strength
throughout the duration of the study.

Alfie C. Tipalan, her beloved husband, and her endearing kids Albert Jansen C. Tipalan
and Eleazar C. Tipalan, for their untiring love, care, understanding and support all the
way that served as an inspiration to press onward and succeed;

Dr. Douglas A. Salazar, her professor, for all his guidance, encouragement, support
and generosity of sharing her expertise that serves as ignition of the desire to move
forward;

Mat-i (Naawan) National High School family, for the hospitable grant and
accommodation during the conduct of the study;

Brothers and sisters in Christ, for the moral support;

Classmates in the school of Graduate Studies, for the camaraderie and shared ideas;

SHYLZA C. TIPALAN

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 TABLE OF CONTENTS

Page

LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. vii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
1. THE PROBLEM AND LITERATURE REVIEW. .. . . . . . . . . . . . . . . . . . . . . .. . . . 1
1.1. Background of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2. Review of Related Literature and Studies. . . . . . . . . . . . . . . . . . . . . . . . . . .. . 1
1.2.1. Review of Related Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2.2. Related Studies
1.3. Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
1.4. Theoretical framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
1.5. Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.6. Research Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 6
1.7. Significance of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.8. Definition of terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2. RESEARCH METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
2.1. Research design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.2. Sampling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.3. Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.4. Measures/ Instrument used in the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5. Data Collection Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
2.6. Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.7. Ethical Consideration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.8. Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .. 14

3. RESULTS AND DISCUSSIONS, CONCLUSION AND

RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.1. Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
3.1.1. Students Performance Level on Post Examination. . . . . . . . . . . . . . . . . 16
3. 1.2. Assessment of the Effects of Rotational Grouping Technique. . . . . . . . . . . . 16
3. 1.3. Insights from the interview in experimental group. . . . . . . . . . . . . . . . . . . . 17
3.2. Limitations of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
3.3. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..19
3.4. Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 20
3.5. Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 24

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 LIST OF FIGURES

Figure Description Page

1 Research paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Locale of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 9

3 Flow chart of the methods used in the study . . . . . . . . . . . . . . . . . . . . . 12

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 LIST OF TABLES

Table Description Page

1 Participants of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 9

2 Average of first quarter grades of experimental and control group. . . . . .. 11

3 Performance level assessment tool (DepEd Order No. 73, S 2012) . . . . ..14

4 Comparison of Raw Scores in the Achievement Test) . . . . . .. . . . . . . . . ..16

5 Normality test of data . . . . . .. . . . . . . . . .. . . . . . . . . .. . . . . . . . . .. . . . . ....17

6 Difference on the means scores in science of the students between

the control group and experimental group . . . . . .. . . . . .. . . . . . . . .. . . . ..17

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 LIST OF APPENDICES

Appendix Description Page

1 Letter of request to the principal of Mat-i (Naawan) National High

School to conduct the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2 Questionnaire used in conducting posttest . . . . . . . . . . . . . . . . . . . . . . . . .26

3 Raw data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

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Shylza Cabasan Tipalan. Mindanao State University at Iligan Institute Technology-
School of Graduate Studies. ROTATIONAL GROUPING TECHNIQUE: EFFECTS ON
GRADE 11 LEARNERS’ ACADEMIC ACHIEVEMENT IN EARTH AND LIFE
SCIENCE

Instructor/Adviser:
Dr. Douglas A. Salazar

ABSTRACT

Small-group cooperative learning has been demonstrated to significantly improve

student performance in elementary and secondary settings. The study sought to
determine the achievement level of the students on the control group and experimental
group and investigate the effects of rotational grouping technique by finding out the
significant difference of posttest scores in science between the rotational grouping
technique and non-rotational grouping method This study employed posttest only
control group design. The study was conducted to thirty-two (32) grade 11 students
Data were organized and analyzed through frequency, percentage distribution, and t-
test of independent samples. Achievement level in science among learners is likely
low in two groups. The rotational grouping techniques have marginally different effects
on students' academic achievement, but these differences are not statistically
significant as T-test results showed no significant difference on the mean scores in
science between the experimental group and control group. The students expressed
that rotational grouping technique is beneficial in terms of engagement in group
activities, development of their social skills, and understanding of people with different
backgrounds, cultures, and points of view, as well as their self-confidence, effective
communication skills, and idea-sharing abilities, all of which help them to obtain better
academic achievement. The researcher recommended for further research related to
the study maybe undertaken in different grade levels in longer duration in conjunction
with journals, and other qualitative techniques that together lead to see the difference
between the rotational grouping technique and non-rotational grouping considering
individual differences in effect of learners’ achievement in science.

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 CHAPTER I. THE PROBLEM AND LITERATURE REVIEW

1.1. Background of the study

One of major concerns for teachers in classroom teaching has been engaging

students in a variety of different activities and learning settings. Sometimes, a teacher

might want to use direct instruction to the whole class to teach a new skill. Other times,

one might want students working independently. Most of the time, however, students

will be working together in small group learning. In academically diverse classroom,

students are of variety of learning styles, personal experiences, prior educational

experiences, interests, motivators, and readiness levels, thus flexible grouping is

necessary to address their needs. Small grouping is preferred as a teaching strategy

in which students are split into groups according to several factors to accomplish a

goal, solve a problem, or work on an activity. Effective small group learning increase

student engagement, retention of knowledge, self-directed learning, communication

skills, teamwork ability, and peer discussion. However, there are instances that

students cringe and groan when told that they will need to work in a group specially if

the same group members are retained across the learning activities of a whole chapter

lessons. It is preferrable for them to have exchanging of group members in doing their

academic tasks. In light of this of circumstance, study was conducted to examine the

effects of rotational grouping technique on learners’ academic achievement in science.

1.2. Review of Related Literature and Related Studies

1.2.1. Review of Related Literature

Cooperative learning approach is common in elementary and high school

settings. It is the use of small groups of students to enhance both their individual and

group learning. Students are placed in small groups. The teacher then delivers a task

and instructions (Ivory Research,2019). The team collaborates for the benefit of

everyone in the group by understanding and finishing the academic tasks together

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(Johnson & Johnson, 2005a; Ivory Research,2019). A positive interdependence

develops in group task because no single group member has all the answers to every

question and success depends on both individual and group efforts (Ivory

Research,2019). Aside from that, cooperative learning activities such as group

activities, peer tutoring/mentoring, group games and problem-solving activities help the

learners understand the concept and gain a long-term mastery skills (Gamit et al.,

2017)

There are advantages and disadvantages to working in a group (Beebe and

Masterson 2003). These benefits would be that groups have a greater well of

resources to tap and more information available because of the variety of backgrounds

and experiences, which stimulates creativity, foster learning, and comprehension.

Aside from that, it creates and develops self-confidence, encourages effective

communication, and facilitates exchange of ideas towards a common goal (Salazar,

2017). l Students working in small groups tend to learn more of what is taught and

retain it longer than when the same material is presented in other instructional formats

(Barkley, Cross & Major, 2005; Davis, 1993). Although working in groups has these

advantages, there are also times when problems arise. Beebe and Masterson (2003)

list four disadvantages. First, there can be pressure from the group to adopt the

viewpoint of the majority. Most individuals dislike conflict and try to stay away from it

as much as they can. The person may readily accept the majority opinion in order to

avoid conflict, which could result in them accepting a poor solution. Second, one

person might take over the conversation. Members become dissatisfied with the group

as a result because they feel too isolated from the decision-making process. Third,

some members may rely too heavily on others to do the work. This is one of the most

salient problems that face groups. Some members do not pitch in and help and do not

adequately contribute to the group (Freeman & Greenacre, 2011). Fourth, it takes

more time to work in a group than to work alone. It takes longer to accomplish tasks

2
when working with others. However, the time spent taking and analyzing problems

usually results in better solutions.

Considering the benefits and drawbacks, teacher as guide and director, should

be aware of the attributes of the class and should take into account performance levels,

academic strengths and weaknesses, ethnicity, and gender upon assigning the

members (Connery, 1988). To avoid conflict in grouping, teacher should make every

group member aware of the goals and objectives of the group and assign specific tasks

or responsibilities to each member (Burke, 2011). It is inevitable that groups will not

always work well together, and some groups lack motivation, strong leadership, or

simply have personality conflicts. One way to help prevent conflict and group members

who shirk duties is to keep the group small. It is difficult to be a “loafer” or a “slacker”

in a small group (Davis, 1993). Additionally, matching work assignment to skill sets

will help separate the “loafers” from the students who are generally struggling

(Freeman & Greenacre, 2011). Freeman and Greenacre (2011) suggest that

instructors should help the students understand the benefits of working together as a

group for the group, which will help students who are struggling (Freeman &

Greenacre, 2011) because according to the study of Mitchell (2008), high-achieving

students' performance appears to remain relatively stable, but low- and middle-

achieving students appear to benefit from this learning technique.

As suggested by Payne et al., 2004 and Salazar, 2014 by adding group projects

to instructions, teacher can increase student engagement and learning, and students

that participate in group activities improve their social skills, teamwork, and

understanding of others from different origins, cultures, and viewpoints, self-

confidence, effective communication, and exchange of ideas, which in turn increase

their academic achievement.

1.2.2. Related Studies

Group work is widely used as cooperative learning approach in elementary,

secondary, and tertiary because it is known of its effectiveness in increasing learners’

3
academic achievement. There were many studies conducted in pursuit of investigation

of the effects of group work task on academic achievement of the learners. Say for

instance, Salazar (2019), introduced Razalas’ Grouping Method and Mathematics

Achievement in which small groups of three members were formed to do the task in

solving mathematical problems in Calculus, and for every problem solved, one was

eliminated until no grouping existed. He concluded that it increases gain scores of

students to their achievement. Furthermore, his qualitative assessments showed that

grouping method creates and develops self-confidence, encourages effective

communication and facilitates exchange of ideas towards a common goal.

Moreover, after studying Effects of Cooperative Learning in Enhancing the

Performance Level of Grade-10 Mathematics Students, Gamit et al., (2017) claimed

also that cooperative learning activities help the learners understand the concept and

gain a long-term mastery skill in Mathematics and the application of the method

showed a positive impact on the participants as shown by their positive perception of

the subject mathematics.

It has been a greatest desire for every educator for the learners to accomplish

best achievement in their studies particularly in known hard subjects such as

mathematics and science. The present study investigated the effects of cooperative

learning activities using Rotational Grouping Technique in Earth and Life Science

among grade 11 learners to determine the achievement level of learners and to

investigate the effects of the method in enhancement of academic achievement.

4
1.3. Conceptual framework

The Figure 1 shows the overview of the study. The study is composed of two

phases: cooperative learning phase and the post assessment phase.

Experimental Rotational Grouping

Group Technique
Post test

(Students’
academic
achievement
Non-rotational in science)
Control Group
grouping

Figure 1. Research paradigm.

1.4. Theoretical Framework

Cooperative learning theories have been developed by numerous scholars.

Vygotsky's work (1978, p.90) as cited by Yusnani 2018 stressed benefits of

collaborating with a more expert peer because what a student carries out jointly with

another could be incorporated into his or her individual performance. The fundamental

theory supporting cooperative learning draws on Vygotsky's social constructivism,

which held that culture and society, language, and interaction all play significant roles

in understanding how people learn. In his research with children, Vygotsky used a

socio-cultural approach and worked on the premise that knowledge is culturally based.

Vygotsky claimed that culture influences how people develop, including their thoughts,

languages, and reasoning processes, and that this approach might be summarized as

"cooperative" and "cultural." These skills represent the common knowledge of a

particular culture because they are acquired via social interactions with others.

Vygotsky studied how children grow from their environment and via their connection

with others. He discovered that what is given and what occurs in the social environment

(such as dialogues, acts, and activities), helps children learn, develop, and grow.

5
1.4 Statement of the Problem

This study sought to find out the performance in science of students when

exposed to rotational group technique.

This study attempted to answer the following questions:

1) What is the achievement level of the students on the control and experimental group

after the experiment?

2) Is there a significant difference on the posttest scores in science of the students

between the control group and treatment group?

1.5. Research Objectives

This study aimed to investigate the effects of rotational grouping technique in

enhancing the academic achievement of grade-11 students in Earth and Life Science

at Mat-i (Naawan) National High School, Philippines.

Specifically, the study sought to:

1) Determine the achievement level of the students on the control and experimental

group after the experiment.

2) Investigate the effects of rotational grouping technique

1.6. Research Hypothesis

Alternative Hypothesis

There is significant difference on the mean scores in science of the learners

between the control group and experimental group.

1.7. Significance of the study

The findings of this study could be greatly beneficial to the following stakeholders:

To the students, the result may give them insights about the importance of

cooperative learning provided by their teachers for them to obtain the desirable

academic performance. They will engage in cooperative learning significantly more,

remember it longer, and develop better critical-thinking skills.

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 To the teachers, this may give them awareness of the advantages of group

rotational technique with respective effects on students’ academic performance and

will be provided with the springboard to reflect on their knowledge, skills, and practices

of teaching efficiently to enhance students’ academic performance.

For the School Administrators, they would be provided with the idea on the

effects of rotational grouping technique on promoting students’ academic performance

and retention of learning and thus, take appropriate action in implementing this

intervention in classes.

1.8 . Definition of terms

To facilitate better understanding of this study, the following terms are operationally

defined.

Rotational Grouping Technique is a type of small group in which members are

rotating and mingled with new peers for every group task along the duration of the
study.

Non-rotational grouping is a type of small group in which members are maintained

for all group tasks in the whole duration of the study.

Science Academic Performance refers to the posttest scores of the students in

science after the experiment.

Below grade level student (below average) refers to students who obtained 1st
quarter grade in science that is 79 and below.

Grade level (average) refers to students who obtained 1st quarter grade in science
that is 80 to 84.

Above grade level refers to students who obtained 1st quarter grade in science that is
85 and above.

Control group refers to group of students who were exposed to instruction with static
grouping.

Experimental group refers to group of students who were exposed to instruction with
rotational grouping technique.

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 CHAPTER 2. RESEARCH METHODOLOGY

2.1. Research design

The method used in this research was the quasi-experimental, specifically, the

posttest-only control group design, which is a basic experimental design where

participants get randomly assigned to either receive an intervention or not, and then

the outcome of interest is measured only once after the intervention takes place to

determine its effect. It involves the creation of comparison groups―the experimental

group and the control group. The experimental group is the subject that is manipulated

or exposed to instructional intervention after which an intended outcome is observed,

and the control group was used as a baseline measure in which it is similar on

experimental group in terms of their grade level and mental ability such that it does not

receive the treatment or the experimental manipulation that the treatment group

receives.

Experimental Group R x X1
Control Group R X2
R=Random Assignment

2.2. Sampling

Convenience sampling technique was used in the study which involved two

sections of Grade 11 students of Earth and Life Science and taught by the researcher

in morning session. In designating the experimental group and control group, the

researcher randomly picked the class which either received an intervention or not.

2.3. Participants

This study utilized two (2) existing classes: Grade 11 Pythagoras –Monday and

Tuesday and Grade 11 Socrates- Wednesday and Thursday, at 9:45 -11:45 AM in

Earth and Life Science, which was the researchers’ teaching load for the first semester

SY 2022-2023. A total of thirty (32) students of Grade 11 from Mat-i (Naawan) National

8
High School were the subject of this study. Sixteen (16) students from Grade-11

Pythagoras received an intervention, rotational grouping technique, and sixteen (16)

students from Grade 11-Socrates were exposed to non-rotational grouping in which

members were maintained in whole two-week duration of the study.

Table 1. Participants of the study

Participated the Participated the post
Group
cooperative learning examination phase
phase
27 16
Experimental Group

21 16
Control Group

Table 1 shows the participants of the study. There were twenty-one (21)

learners from Grade 11 Socrates and twenty-seven (27) from Grade 11 Pythagoras, a

total of forty-nine (49) students. After the two-week duration of the study, only sixteen

(16) students from each section were able to participate the administration of posttest

(Fig.3). This was due to weather condition which was not favorable during the conduct

of the study since many of the respondents live in hinterland which go through the

rivers and thus susceptible to flood.

Mat-i (Naawan) National High School is a public secondary school that offers

education for all. All sections of curriculum levels from Grade 7-to Grade12, are of

heterogenous groups. The school is in Mat-i, an interior barangay in the municipality

of Naawan, Misamis Oriental. It has a total land area of 2.534 hectares. A dead creek

traversed at the center of the school site. M(N)NHS is 5.5 kilometers away from the

town proper and can be reached by all types of vehicles through land transportation

(fig.2).

9
Figure 2. Locality of the study

10
Table 2. Average of first quarter grades of experimental and control groups
Group First Grading Average

Experimental Group 84.13%

Control Group 83.48%

Using their Earth and Life Science first quarter grades, Table 2 compares the

two groups. Table 2 demonstrates that the experimental and control groups are

comparable as evidenced by the similarity of their first quarter average grades in the

relevant subject.

2.4. Instrument used in the study

Earth and Life Science Quarter 2, Module 11: Genetic Engineering and Module 12:

Organ Systems published by the Department of Education – Division of Cagayan de

Oro were the learning resources used as instructional material in the teaching-learning

process. Each of the modules has the posttest which has a total of 10 items each.

Thus, the posttest used in the present study consisted of 20 items which was a

multiple-choice type of test in which each correct answer received one point (Appendix

2). Interview guide questions were employed in support of the analysis of the study.

2.5. Data Collection Procedure

A letter of request was submitted to the office of the school principal requesting

permission to conduct the study to the Grade 11 students employing rotational

grouping technique during the class sessions in Earth and Life Science (appendix 1).

Upon the approval, initial arrangement was done by the researcher with the students.

Data and information were gathered through actual classroom teaching.

The procedure of the study involved three phases: the preliminary phase, the

experiment phase, and the post-assessment phase. In the preliminary phase, students

from the two sections of Earth and Life Science class were informed about the study’s

11
purpose which is solely academic, and confidential. To implement the study, small

groups of three members were made to both sections where the students worked as

a team in which they have an equal opportunity to share and contribute their ideas

regarding their group task. Each small group in two sections is composed of three

members: grade level, below grade level and above grade level students. The high

performing students served as mentors or coach to their peers for better understanding

of the lessons being discussed. The Experimental phase is characterized by the

researcher using rotational grouping technique to treat the group with technology-

driven assessment (e.g., Kahoot) after the group tasks that develop their mastery of

the learning content while the control group was taught using the static grouping with

traditional assessment (e.g., paper and pen test). During the cooperative learning

process, the researcher provided learning materials (Earth and Life Science modules

11 and 12) as supplemental tools to students’ learning, and work sheets that contain

activities to accomplish by the students during cooperative learning sessions. The

researcher also used other sources such as internet to supplement the teaching-

learning materials. Finally, the post-assessment phase was undertaken to determine

the difference of their learning in science. During this stage, the students were

assessed using posttests from Earth and Life Science modules 11 and 12. This phase

determined if the cooperative learning method, the rotational grouping technique,

helped improve the academic performance of students under experimental group in

science. The

2.6. Data Analysis

To determine the learners’ academic achievement level before and after the

experiment of cooperative learning, the frequency count, and the level of proficiency

assessment tools (DepEd Order No. 73, S 2012) as presented in Table 3 were used.

Furthermore, tables were utilized to present the data. The performance level

assessment used is the standard based assessment under DepEd Order No. 73 S.

12
2012 implemented nationwide on the elementary and secondary basic education

curriculum on private and public school. Data were analyzed and organized through

the following tests:

1. Percentage distribution to summarize the performance level of the students on

the control and experimental group after the experiment.

2. T-test of two independent samples was used to find out the significant

difference on the posttest scores in science between the control group and

treatment group.

The result of the statistical analysis was made as the basis for concept development.

Mat-i (Naawan) National High School

Grade 11 Level
N=32

Grade 11 Pythagoras (Rotational

Grouping Technique) Grade 11 Socrates (Non-rotational)
N=16 N=16

Implementation of the study

Conduct of posttest

Determine the posttest scores

Organization of data

Data analysis
Percentage Distribution, T-test of
independent samples

Concept development
Figure 3. Flow chart of the methods used in the study

13
Table 3. Performance level assessment tool (DepEd Order No. 73, S 2012)
Level of Proficiency Equivalent Numerical Value
Beginning (B) 74% below
Developing (D) 75% to 79%
Approaching Proficiency (AP) 80% to 84%
Proficient (P) 85% to 89%
Advanced (A) 90% and above

2.7. Ethical Consideration

Prior to the study, the students were given an orientation that their participation

to the study is voluntary without the exercise of any pressure or coercion and that they

have rights to withdraw from at any stage if they wish to do so. As per consonance to

RA 10173, sufficient information, and assurances about taking part were provided to

the respondents for them to understand the purpose of the study and the implications

of their participation that all information provided by them was kept in utmost

confidentiality and would be used only for academic purposes. No personally

identifiable information was associated with their responses to any reports of these

data.

2.8. Interview

An interview was conducted after the implementation of the study to validate

the results of the quantitative assessment of the students, which could serve as a

source of qualitative data on the students. The experimental group learners were the

interviewees and were asked about which grouping technique they would prefer (either

rotational or non-rotational)and they were to cite reasons in support to their preference.

The researcher asked the interviewee to write their answer/s on a sheet of paper.

Thematic analysis was used in inferring insights.

14
 CHAPTER 3. RESULTS AND DISCUSSIONS, CONCLUSION AND

RECOMMENDATIONS

Since the objective of this research study is to determine the achievement level of

learners and investigate the effects of the rotational grouping technique in enhancing

learners’ achievement, a post-test was administered to student respondents after the

intervention had been done. Thus, the results and discussions are presented as

follows.

3.1. Results and Discussions

3.1.1. Students Performance Level on Post Examination

As shown in Table 4, the students’ achievement level in science as a result of

their post examination is distributed as follows: 69% had a beginning proficiency level;

13% had a developing proficiency level; 6% had an approaching proficiency level; 6%

had proficient level, and 6% had advanced level. The given data above figure out that

most of the respondents under control group belong to beginning proficiency level of

achievement.

While for experimental group, though there was an intervention implemented

in this group, the percentage distribution of posttest achievement level shows that there

is a big percentage on the population belonging to beginning proficiency level (56%).

This implies that even though teaching and learning process occurred, the result shows

that most of them reached only the developing proficiency stage (25%). It is also

revealed that no one of them attained the proficient level (0%) but had one advanced

level (6%) of performance in science.

15
Table 4: Comparison of Raw Scores in the Achievement Test
Posttest
Raw
Scores Control Group Experimental Group

f % Achievement level f % Achievement Level

17 1 6 Advanced 1 6 Advanced

16 1 6 Proficient 0 0 Proficient

14-15 1 6 Approaching to 2 13 Approaching to

proficiency proficiency
12- 13 2 13 Developing 4 25 Developing

10 and 11 69 Beginning level 9 56 Beginning level

below
16 100 16 100

It is gleaned in the figure that the percentage of those who belong in the

beginning level of experimental group was smaller compared to that of control group

and majority were in the developing level as compared to the control group in which

majority of them were still in beginning level of performance since individual differences

arise in every circumstance and every learner's development is unique (Kubat, 2017).

3.1.2. Effects of Rotational Grouping Technique on Learners’ Achievement

Level

The results of the given table below assess the effects of the implemented

teaching strategy. Provided the data collected were normally distributed (table 5), T-

test for two independent samples were performed to test the differences of mean

scores between experimental group and control group. It was seen in table 6 that mean

scores indicated no significant difference between the means posttest performance of

the two groups of students after intervention since their p-values were greater than

0.05 level of significance. Thus, the alternative hypothesis is rejected. This implies that

either of the rotational grouping technique or the non-rotational grouping, enhance

students’ performance in science relative to lecture and traditional method. This agrees

with the studies of Salazar 2014 that grouping as cooperative learning creates and

16
develops self-confidence, encourages effective communication, and facilitates

exchange of ideas towards a common goal with their peers and thus facilitates learning

leading to increase of achievement.

Table 5. Normality test of data

Skewedness Kurtosis
Statistic Std. Std. z- Interpretation
z-score Statistic
Error Error score
Group

Normal
Experiment 0.54 0.56 0.96 -0.78 1.09 -0.72
al Group
Normal
Control
Group 0.36 0.56 0.64 -0.49 1.09 -0.45
z-score -1.96 and + 1.96

Table 6. Difference on the means scores in science of the students between the
control group and experimental group
Group N Mean SD t df p-value Interpretation

Experimental
Group 16 10.44 3.16
Posttest Not significant
-0.77 30 0.45
Scores Control
Group 16 9.44 4.16

With 0.05 level of significance

3.1.3. Insights from the interview in experimental group

Table 7. Students’ Responses to the Question, “Do you favor rotational grouping
technique?
Responses Frequency Percentage
Yes 11 69%
No 5 31%

Table 1 shows the responses of the learners exposed to rotational grouping

technique. Sixty-nine percent (69%) favors rotational technique for the following

reasons:

17
 “Gusto ko po ang mag-iba -iba ng grupo dahil iba-iba ang aking makasalamuha na
tao at dito din masusubok ang aking galing at para rin ang lahat ay may ginagawa”

“Mas nice ang rotational para challenge pud sa mga students or sa mga members,
walay overfamiliarity the reason that magsalig nalng dyon.”

“I choose rotational technique kasi mas maganda kung masubukan mo o

makasalamuha mo ang lahat ng iyong kaklase at para rin malaman mo kung saang
grupo ka na mataas ang iyong iskor.”

“Dahil mas maganda na may rotasyon dahil may iba-iba kang makasalamuha o mabuo
ng ideya sa iba’t iba mong magiging kasama sa grupo.”

“Para sa akin ang pagpipiliin ko ay ang rotational dahil mas comfortable ako kapag
may rotation kasi may makukuha ka sa kanila ng bagong ideya, at baka may ibang tao
na ngangailangan ng tulong kasi hindi lahat ng tao ay tumulong sa iba,may iba din na
ayaw na nila sa kanilang grupo dahi parang hindi niya feel na may tumulong sa kanya.”

“ I like the rotational grouping technique because it’s a challenge for me because
whoever the group I have, I would like to know more about on how they participate,
and also I can be able to help the others who don’t have any idea so they will be able
to learn so he or she can help his/her groupmates the next time the group rotates.”

On the other hand, thirty-one percent (31%) prefers the non-rotational grouping
method with the following reasons:

“ Non-rotational gusto ko kasi hirap mag-adjust sa iba.”

“Gusto ko yang mag-stay dahil kung iba ang kasama mo,maninibago ka nanaman. “
I choose non-rotational kasi gusto ko na sila lang yong kasama ko at para din sanay
na ang isa’t isa na magkasama at magtutulongan, kasi pag magpalit palit ng member
sa grupo, medyo mahihiya kapang mag ask sa kanila.”

“Non-rotational para dili na magbalhin na grupo kay hassle.

The rotational grouping strategy has been favorable for a number of reasons,

including the diversity of backgrounds and experiences that enhance learning and

comprehension, teamwork or a division of labor in task completion, and the role of

high-achieving students in mentoring peers. Few people, meanwhile, preferred non-

rotational grouping strategies because they were more troublesome and required new

adjustments with new peers.

18
3.2. Limitations of the Study

This study was confined within investigation of the effects of Rotational

Grouping Technique on students’ academic performance. Classroom teaching to both

groups but different methods of grouping: Rotational Grouping Technique and non-

rotational grouping to raise the students’ academic achievement in Earth and Life

Science.

This study was conducted at Mat-i (Naawan) National High School, Philippines

during the second quarter of the first semester SY 2022-2022. This study utilized two

(2) existing classes: Grade 11 Pythagoras –Monday and Tuesday and Grade 11

Socrates- Wednesday and Friday, at 9:45 -11:45 AM in Earth and Life Science, which

was the researchers’ teaching load for the first semester SY 2022-2023. Out of forty-

nine (49) total population of grade 11 students, only sixteen (16) students from each

section were able to participate the administration of posttest (Fig.3). This was due to

weather condition which was not favorable during the conduct of the study since many

of the respondents live in hinterland that is susceptible to flood causing them to get

absences. The researcher herself handled the experiment. The topics covered were:

Genetic Engineering and Organ Systems

3.3. Conclusion

The achievement level of learners in science is likely low. This can be linked to

the unique characteristics of the students (such as learning preferences, level of

readiness, and motivators), since the Department of Education promotes equal access

to education for all types of learners and recognizes that no learner should fall behind.

When compared to non-rotational grouping techniques, rotational grouping

techniques have marginally different effects on students' academic achievement, but

these differences are not statistically significant.

It can be concluded that the rotational grouping technique is effective in that it

can raise student engagement and learning, encourage students to engage in group

19
activities, and help them develop their social skills, teamwork, and understanding of

people with different backgrounds, cultures, and points of view, as well as their self-

confidence, effective communication skills, and idea-sharing abilities, all of which help

them perform better in class. The exchanging of group members could either be

favorable or not on the part of the student depending upon the caliber of their peers

who may or may not have likable characteristics.

3.4. Recommendations

Poor Performance Level: Addressing the diverse needs of learners in

attaining quality performance level should be taken with an appropriate action such as

reform plan of instruction using different technique and strategies for betterment of

academic performance of the students. It is crucial for teachers to understand the

individual distinctions between students, including their physical traits, intelligence,

perception, gender, ability, and learning styles. Since each student learns at a different

pace and has different interests, these qualities should be taken into consideration by

the teacher.

On Future Research: A further research related to the study maybe

undertaken in different grade levels in longer duration in conjunction with journals, and

other qualitative techniques that together lead to see the difference between the

rotational grouping technique and non-rotational grouping in effect of learners’

achievement in science.

One disadvantageous of group activity might that only the higher performing

student functions well in doing the group task, further research may be conducted on

how group work can affect the high performing learners.

3.5. Implications

The achievement level of pupils in science is probably poor which can be

attributed to individual differences like learning style, motivator, and readiness level.

20
 Both Rotational Grouping Technique and Non-rotational Grouping can improve

students’ performance since they are all rooted to cooperative learning which is tested

and proven to be effective in promoting learning gains and thus very little difference

could be seen in their achievement.

21
 References

Journal Articles

Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques:
A handbook for college faculty. San Francisco; Jossey-Bass Publishers.

Beebe, S. A., & Masterson, J. T. (2003). Communicating in small groups. Pearson

Education Inc. Boston: Massachusetts.

Burke, Alison. "Group work: How to use groups effectively." Journal of Effective
Teaching 11, no. 2 (2011): 87-95.

Connery, B. A. (1988) Group Work and Collaborative Writing. Teaching at Davis,

14(1), p. 2-4. (Publication of the Teaching Resources Center, University of
California at Davis)

Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Inc., San Francisco: California.

Freeman, L., & Greenacre, L. (2011). An examination of socially destructive behaviors

in group work. Journal of Marketing Education, 33(1) p. 5-17. Graduate Outlook
Survey (2010). University of Canterbury.
http://content.yudu.com/A1qpzf/GoAustralia2011/resources/index.htm?referrer
Url=ht tp%3A%2F%2Fwww.graduateopportunities.com%2F

Gamit, A. D., Antolin, J. A., & Gabriel, A. G. (2017, December 6). The effects of
cooperative learning in enhancing the performance level of grade-10
mathematics students in Talavera National High School in the Philippines.
Journal of Applied Mathematics and Physics. Retrieved January 29, 2023, from
https://www.scirp.org/journal/paperinformation.aspx?paperid=81489

Kubat, U. (2017, November 30). Identifying the individual differences among students
during learning and teaching process by science teachers. International Journal
of Research in Education and Science. Retrieved January 29, 2023, from
https://eric.ed.gov/?id=EJ1169888

Mitchell, M. G., Montgomery, H., Holder, M., & Stuart, D. (2008). Group investigation
as a cooperative learning strategy: An integrated analysis of the literature.
Alberta Journal of Educational Research. Retrieved January 20, 2023, from
https://doi.org/10.11575/ajer.v54i4.55245

Payne, B. K., Monl-Turner, E., Smith, D., & Sumter, D. (2004). Improving group work:
voices of students. Education, 126 (3), p. 441-448.

Salazar, D. A. (2014, November 30). Razalas' grouping method and mathematics

achievement. Journal of Education and Practice. Retrieved January 19, 2023,
from https://eric.ed.gov/?id=EJ1082724

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological

Processes. Cambridge, MA: Harvard University Press.

22
Yusnani (2018). Theoretical Perspectives on Cooperative Learning. KnE Social
Sciences, 3(4), 976. https://doi.org/10.18502/kss.v3i4.2005

Website

Ivory Research. (December 2019). Cooperative Learning – Critical Review of

Literature. Retrieved form https://www.ivoryreserach.com/samples/cooperative-
learning-critical-review-of -literature/

23
 BRIEF CURRICULUM VITAE

NAME :Shylza C. Tipalan

HOME ADDRESS :Purok-7 Don Pedro, Naawan, Misamis Oriental
DATE OF BIRTH :July 3, 1987
PLACE OF BIRTH :Naawan, Misamis Oriental
PARENTS :Fausto Avanceña Cabasan Jr. and Julie Medio Zate
SPOUSE :Alfie Collantes Tipalan
CHILDREN :Albert Jansen and Eleazar

POSITION HELD

Teacher-III, Mat-i (Naawan) National High School-Senior High School

EDUCATIONAL ATTAINMENT/HONORS/AWARDS RECEIVED

Elementary :Naawan Central School

Naawan, Misamis Oriental
March 2000
Secondary :MSU-Naawan Fisheries High School
Naawan, Misamis Oriental
March 2004
College :Mindanao State University at Naawan
School of Marine Fisheries and Technology
Bachelor of Secondary Education major in Biology
Cum Laude
April 2008
Graduate :Mindanao State University at Naawan
School of Marine Fisheries and Technology
Master of Science Education in General Science
June 2018

SELECTED TRAININGS AND WORKSHOPS ATTENDED

High Impact Teaching in the Digital Era: An International Online Training Program
"Demofest on Educational Innovations, Technology and Classroom Management”
Demonstration Teacher
February 16, 2022

Akadasia’s Teacher Up-Skilling Program

Participant
October 6, 2021

Learning Delivery Modalities (LDM2) Course for Teachers

Participant
July-September 2020

24
 APPENDICES

Appendix 1. Letter of request to the principal of Mat-i (Naawan) National High

School to conduct the study
Republic of the Philippines
Department of Education
Region X- Northern Mindanao
DIVISION OF MISAMIS OREINTAL
Mat-i (Naawan) National High School
Mat-I, Naawan, Misamis Oriental

December 9. 2022

JEANA S. MACALOOD, PhD

School Head
Mat-i (Naawan) National High School
Mat-i, Naawan, Misamis Oriental

Dear Dr. Macalood,

Warmest greetings!

The undersigned is a Graduate student at Mindanao State University-Iligan Institute of

Technology (MSU-IIT), taking up Doctor of Philosophy in Science Education major in Biology
in the first semester of the Academic Year 2022-2023. She is currently undergoing a research
study entitled: Rotational Grouping Technique: Effects on Students’ Performance in
Science in fulfillment of the requirement for the course Assessment and Evaluation in Science
and Mathematics (SE411). In this connection, she would like to ask your permission to allow
her to conduct a study in your school.

The study would last two weeks and would be conducted to Grade 11 Pythagoras-Monday
and Tuesday and Grade 11 Socrates-Wednesday and Thursday, at 9:45-11:45 AM in Earth
and Life Science class. All information from this research will be kept in utmost confidentiality
and would be used only for academic purposes. No personally identifiable information will be
associated with students’ responses to any reports of these data.

Findings of this study will help science teachers to better understand and improve science
instruction.

Your approval to conduct this study will be greatly appreciated. Thank you for your support
and concern.

Sincerely,

SHYLZA C. TIPALAN (SGN)

Doctor of Philosophy in Science Education
Major in Biology

Appendix 2. Questionnaire used in conducting the posttest.

25
Appendix 2. Questionnaire Used in Conducting Posttest

Topic: Genetic Engineering

26
Topic: Organ Systems

27
Appendix 3 Raw data
Control Group Experimental Group
Raw Initial Transmuted Raw Initial Transmuted
scores Grade Grade scores Grade Grade
3 15 63 6 30 67
5 25 66 6 30 67
6 30 67 7 35 68
7 35 68 8 40 70
7 35 68 8 40 70
7 35 68 9 45 71
7 35 68 9 45 71
7 35 68 10 50 72
9 45 71 10 50 72
9 45 71 12 60 75
10 50 72 12 60 75
13 65 78 12 60 75
13 65 78 13 65 78
15 75 84 14 70 81
16 80 87 14 70 81
17 85 90 17 85 90

28