Chapter123 Leibniz Group5

CalataganSenior High School
Impact of Vices on the Social Skills of Grade 11 Students in

Calatagan Senior High School
A ResearchPresented to
CALATAGAN SENIOR HIGH SCHOOL

Poblacion 2, Calatagan, Batangas
In Partial Fulfillment
of the Requirements for
PRACTICAL RESEARCH 1
Humanities and Social science
Campoto,Kevin A.
Pitogo,johnmark A.
July 2023
CHAPTER 1
THE PROBLEM AND THE BACKGROUND
Background of the Study
Background of the Study
The adolescent years are a critical period of development

characterized by various challenges and opportunities. Among
these challenges are the prevalence of vices, which can
significantly impact social skills development among high
school students. Understanding the relationship between vices
and social skills is crucial for educators, parents, and
policymakers to develop effective interventions and support
systems for adolescents.
Calatagan Senior High School, like many educational

institutions, grapples with issues related to student behavior
and social development. As such, investigating the impact of
vices on the social skills of Grade 11 students within this
context is essential for addressing pertinent concerns and
fostering a conducive learning environment.
Vices encompass a wide range of behaviors, including

substance abuse, excessive gaming, social media addiction,
and risky sexual activities, among others. These behaviors not
only pose immediate health risks but also have long-term
implications for individuals' social and emotional well-being.
During adolescence, peer relationships play a pivotal role in

shaping social skills and behaviors. Engaging in vices can
influence peer dynamics, leading to social isolation, conflicts,
and difficulties in forming meaningful connections. Moreover,
vices can impair cognitive functioning and emotional regulation,
hindering students' ability to communicate effectively,
empathize with others, and resolve conflicts constructively.
Research indicates a strong correlation between substance

abuse and social skills deficits among adolescents. Alcohol and
drug use can impair judgment, distort perceptions, and diminish
inhibitions, thereby impeding students' social interactions and
decision-making abilities. Similarly, excessive screen time and
internet usage have been linked to diminished social skills, as
they often replace face-to-face interactions and inhibit the
development of crucial interpersonal skills.
Furthermore, the impact of vices on social skills extends

beyond the individual level to the broader school community.
High rates of vices among students can create a negative
school culture characterized by absenteeism, disciplinary
issues, and academic underachievement. This, in turn, can
perpetuate a cycle of disengagement and disconnection,

making it challenging for students to thrive academically and
socially.
Statement of the Problem
STATEMENT OF THE PROBLEM
The study aims to investigate the impact of vices on the social skills
of Grade 11 students in Calatagan Senior High School. The rising
prevalence of vices among adolescents raises concerns about potential
consequences on their ability to engage socially.
1. What are the different vices that Grade 11 Students have?

2. How do Vices affect the Social Skills of Grade 11 Students at

Calatagan Senior high school?
3. How do Vices affect the ability of Grade 11 Students at

Calatagan Senior high school to form and maintain meaningful
relationship with their peers and teachers?
4. What strategies can be implemented to address the negative

impact of Vices on the Social Skills of Grade 11 Students in Calatagan
Senior high school?
Significance of the Study
The research of this study arises from its examination of the
specific benefits that having competitive students in Grade 11 STEM
students can potentially increase their academic achievement,
interest, and motivation in STEM subjects. It can also foster
collaboration and encourage students to pursue STEM careers.
However, it is important to note that the impact of competition
participation on students’ pursuit of a STEM career is three times
stronger when students compete in more than one competition.
The results of this study would be of great importance to the following:
To the Teachers. Competition can increase focus, physical effort,
and learning, according to research. A student might study twice as hard
and remember twice as much if they are up against a challenge in order to

win. This is an excellent strategy for getting students interested in the
subject matter and having fun.
To the Students. motivation in the classroom is not always simple.
Even a student who is highly motivated can become distracted by
extracurricular activities and social gatherings. Academic competitions are
a strategy used by schools to pique pupils’ interest and drive when their
attention is off task. A little friendly competition will occasionally be all
that’s needed to spark a student’s interest in their subject.
To the Future Researchers. Giving students the chance to deal
with failure and disappointment can help them properly accept such
difficult emotions. While it’s important for students to be inspired and
active in their academic work, it’s also important that they develop polite
competition skills. These lessons are just as crucial as the educational
content. The majority of team-based educational competitions demand
students to complete difficult tasks involving the need for effective
communication, collaboration, and teamwork. The fact that they are
working together to accomplish such a difficult task motivates them to
become more unified and better collaborators.

Scope, Limitation and Delimitation
This study will investigate students’ insights on having competitive
classmates and what are the impacts of being in a learning environment
where the presence of competitive classmates is highly active. This study
will also focus on the impacts of having competitive classmates on
students’ academic performances, mental health, socializing, and
motivation to learn.
This study limit on the students with the grade level above Grade
11, and Grade 11 students that aren’t in the STEM field.
This study only targets CSHS Grade 11 STEM students that are
currently attending school where they have classmates that they consider
to be competitive.
Definition of terms
Constraints. According to google, it is a noun that means “stiffness of
manner and inhibition in relations between people.” In this paper, the term
constraints is word means “a limitation or restriction” as in “people have
their own constraints .”
Diminished. According to google, it is a noun that means “made to seem
less impressive or valuable.” In this paper, the term Diminished is word
means “made smaller or less” as in “other brand diminished other brand
for money.”
Enthusiasm. According to google, it is a noun that means “intense
emotion compelling action.” In this paper, the term is word means
“excitement and active interest” as in “we feel enthusiasm.”

Excessive. According to google, it is a noun that means “more than is
necessary,normal,or desirable.” In this paper, the term excessive is
“reasonable or Acceptable” as in “ to excessive reasons.”
Inevitable. According to google,it is a noun that means “certain to
happen.” In this paper, the term is word means “a situation is
unavoidable” as in “everything is inevitable.”
Intrinsic Motivation. According to google, it is a noun that means “doing
of an activity for its inherent satisfaction rather than for some separable
consequence.” In this paper, the term Intrinsic Motivation is
a word means “increasing the level of ambition” as in “we need to Intrinsic
Motivation for our dreams .”
Mediating. According to google, it is a noun that means “intervene
between people in a dispute in order to bring about an agreement or
reconciliation.” In this paper, the term mediating is word means “changing
or influencing” as in “All people was mediating everyone.”

Microcosm. According to google, it is a noun that means “a community
or place, or situation regarded as a encapsulating in miniature the
characteristic qualities or features of something much larger.” In this
paper, the term microcosm is word means “small place where we learn” as
in “microcosm is the place we neex to focus.”
Perceive. According to google, it is a noun that means “become aware or
conscious.” In this paper, the term perceive is word means “interpret on
something in particular way” as in “be perceive on your words.”
Profound. According to google, it is a noun that means “having or
showing great knowledge or insight.” In this paper, the term profound is a
word means “very great or intense emotion” as in “we profound in the
debate.”
References
https://www.competitionsciences.org/2016/07/04/10-ways-competitions-
enhance-learning/
https://www.sudhirmemorialinstituteliluah.com/advantages-and-
disadvantages-of-competition-among-students
https://www.ahschool.com/blog/read-more/~board/blog/post/the-pros-and-
cons-of-academic-competitions
CHAPTER 2
Review of Related Literature and Studies
List of the Topics (Variables) According to the Sequence in the

Statement of the Problem (Thematic Approach)
The studies collected and reviewed are presented under the following
headings:
1. The Effects of Peer Competition-based Science Learning Game on

Secondary Students’ Performance, Achievement Goals, and
Perceived Ability.
2. The Comparative Effect of Using Competitive and Cooperative
Learning on the Oral Proficiency of Iranian Introvert and Extrovert
EFL Learners.
3. The Effects of Cooperative, Competitive and Individualistic Student
Interaction Patterns on the Achievement and Attitudes of Students
Learning the Golf Skill of Putting.
4. Creative Use of Podcasting in Higher Education and its Effect on
Competitive Agency.
5. Effecs if Competition in Education: A Case Study in an E-learning
Environment.
6. The Impact of Classroom Evaluation Practices on Students.

7. The Relationships Between Cooperative, Competitive, and
Individualized Learning Preferences and Students’ Perceptions of
Classroom Learning Atmosphere.
8. Effects of Cooperative, Competitive, and Individualistic Learning
Experiences on Cross-ethnic Interaction and Friendships.
9. The Effect of Perceived Classroom Competition on the Daily
Psychological Experiences of First-generation College Students.
10. Task-oriented Versus Competitive Learning Structures: Motivational
and Performance Consequences.
11. Effects of Competitive Learning Tools on Medical Students
12. Measuring the Impact of Competition in Local Government
Education Markets on the Cognitive Achievement of Students.
13. The Effects of Competitive Gaming Scenarios and Personalized
Assistance Strategies on English Vocabulary Learning.
14. The Effects of Debate Competition on Critical Thinking Among
Malaysian Second Language Learners.
15. Effects of a Peer Competition‐based Mobile Learning Approach on
Students’ Affective Domain Exhibition in Social Studies Courses.
16. Effects of Cooperative and Competitive Learning Experiences on
Interpersonal Attraction Between Handicapped and
Nonhandicapped Students.
17. When Educational Agents Meet Surrogate Competition: Impacts of
Competitive Educational Agents on Students’ Motivation and
Performance.
18. A Qualitative Evaluation of Perceptions of the Role of Competition
in the Success and Distress of Law Students.
19. The Impact of a Competitive Learning Strategy on Developing EFL

Students’ Translation Skills at the Faculty of Specific Education.
20. Studying the Effect of a Competitive Game Show in a Learning by
Teaching Environment
The Effects of Peer Competition-based Science Learning

Game on Secondary Students’ Performance, Achievement
Goals, and Perceived Ability
According to Chen, Law, and Chen (2018), the purpose of their study
was to examine the effects of different modes of competition on science
learning in a game-based learning (GBL) environment. They investigated
the effects on secondary students’ performance, achievement goals, and
perceived ability. In the study, 195 students from a secondary school in
Taiwan were randomly assigned to three conditions (anonymous
competition, non-anonymous competition, and a control group) in a GBL
environment to learn the concepts of force and balance. The results
indicated that students in both the anonymous competition and non-
anonymous competition groups outperformed students in the control
group. Additionally, the anonymous competition group reported higher
learning goals and higher perceived ability compared to the control group,
while the non-anonymous competition group reported higher performance
goals. This study contributes to the existing research on the influences of
GBL on learning and motivation.
The Comparative Effect of Using Competitive and

Cooperative Learning on the Oral Proficiency of Iranian
Introvert and Extrovert EFL Learners
According to Marashi and Dibah (2013), their study aimed to investigate

the effect of cooperative and competitive learning on the oral proficiency of
introvert and extrovert Iranian EFL learners. The participants were 120
learners from a private language school in Tehran, categorized into
introverts and extroverts based on the Eysenck Personality Inventory. The
learners were divided into four subgroups: introverts and extroverts in the
cooperative learning treatment and introverts and extroverts in the
competitive learning treatment. The posttest scores were analyzed using a
two-way ANOVA. The results revealed that learners generally benefitted
more from the competitive setting compared to the cooperative one.
However, the extrovert group performed better with cooperative
instruction. Additionally, introverts outperformed extroverts in the
competitive group, but there was no difference between the two
personality subgroups in the cooperative setting. Overall, introverts in both
cooperative and competitive settings benefitted more than extroverts.
The Comparative Effect of Using Competitive and

Cooperative Learning on the Oral Proficiency of Iranian
Introvert and Extrovert EFL Learners
In a study conducted by Johnson, Bjorkland, and Krotee (1984), the

researchers examined the impact of various student interaction patterns
(cooperative, competitive, and individualistic) on the achievement and
attitudes of university students learning the golf skill of putting. A total of

115 students were randomly assigned to different conditions, taking into
account their physical ability. The findings revealed that cooperative
interaction had a tendency to enhance putting skill and foster more
positive attitudes towards both the instructor and peers. Students in the
cooperative and competitive conditions demonstrated a preference for
their respective interaction patterns, whereas all students expressed less
favorable sentiments regarding the individualistic condition.
Creative Use of Podcasting in Higher Education and its

Effect on Competitive Agency
Lazzari (2009) described an academic experience of podcasting involving

a group of students in a course on multimedia communication and
human–computer interaction. The students acted as users of the
university's podcasting service and creators of podcasted lessons. The
analysis of student performance, satisfaction surveys, interviews, and
instructors' observations indicated that students involved in podcasting
outperformed previous cohorts and achieved higher levels of what the
author defined as competitive agency. This resulted in better
understanding of the theoretical issues of the course and more effective
practical skills.
Effecs if Competition in Education: A Case Study in an

E-learning Environment.
Cantador and Conde conducted a study analyzing the effects of

competition in education (n.d.). They examined the benefits and
drawbacks of competition in the learning process and investigated the
features a competitive learning activity should have to motivate students
and improve their academic performance. The study involved 77 students
who participated in a competition in an e-learning environment. The
results showed that a balance between competition and cooperation was
achieved, and the focus on learning goals instead of the competition itself
remained.
The Impact of Classroom Evaluation Practices on Students
According to Crooks (1988), a significant portion of teacher-student

interaction in educational settings revolves around activities related to
evaluation of student products or behavior by the teacher. The article,
“The impact of classroom evaluation practices on students,” provides a
comprehensive review of 14 research fields that shed light on the
associations between classroom evaluation practices and student
outcomes, with a particular focus on learning strategies, motivation, and
achievement. The review suggests possible mechanisms that could
explain the observed effects and merges the conclusions from various
fields to present an integrated summary that holds clear implications for
effective educational practice. The primary finding emphasizes the
substantial direct and indirect influences of classroom evaluation, which
can be either positive or negative, thereby highlighting the need for

careful planning and implementation.
The Relationships Between Cooperative, Competitive, and

Individualized Learning Preferences and Students’
Perceptions of Classroom Learning Atmosphere
According to Owens and Barnes (1982), a study was conducted to

examine the relationships between cooperative, competitive, and
individualized learning preferences and students' perceptions of the
classroom learning atmosphere. The research involved 279 secondary
school students from Sydney in Grades 7 and 11. The students completed
the Learning Preference Scale—Students and the Classroom Learning
Atmosphere Scale—Secondary for both their English and mathematics
classes. The findings showed that Grade 11 students had a higher
preference for both cooperative and competitive contact compared to
Grade 7 students. English classes were generally perceived as more
suitable for cooperative contact than mathematics classes. However, it
was observed that girls preferred competing in English more than boys
did, while boys preferred competing in mathematics more than girls did.
The study also revealed a clear connection between personal cooperative
learning preferences and students' perceptions of interpersonal
relationships and personal development in most Year × Subject groups,
except for Grade 11 mathematics, where students with high and low
cooperative learning preferences had similar perceptions of the classroom
atmosphere. The discussion focused on the study of mathematics by girls

and the effectiveness of cooperative learning.
Effects of Cooperative, Competitive, and Individualistic

Learning Experiences on Cross-ethnic Interaction and
Friendships
According to Johnson and Johnson (1982), a study was conducted to

compare the effects of cooperative, competitive, and individualistic
learning experiences on interethnic interaction and attitudes among 4th-
grade boys and girls. The study involved seventy-six students who were
assigned to different conditions using a stratified random approach,
controlling for ethnic membership, ability, and sex. The students
participated in two instructional units lasting 45 minutes a day for 15
instructional days. Behavioral and attitudinal measures were collected to
assess cross-ethnic interaction during the instructional sessions and daily
free-time periods. The findings revealed that cooperative learning
experiences, when compared to competitive and individualistic ones,
facilitated more cross-ethnic interaction and fostered more positive cross-
ethnic attitudes.
The Effect of Perceived Classroom Competition on the

Daily Psychological Experiences of First-generation
College Students
According to Canning, LaCosse, Kroeper, and Murphy (2020), the

perception of classroom competition can have a significant impact on the
daily psychological experiences of first-generation college students. This
is particularly relevant in science, technology, engineering, and math
(STEM) courses, which are known for their competitive nature and
tendency to pit students against each other. The authors argue that this
emphasis on competition can be especially detrimental to first-generation
students, who often prioritize communal and collaborative approaches to
learning. As a result, first-generation students may experience heightened
feelings of being imposters in STEM courses that are perceived to have a
competitive culture. The researchers conducted a longitudinal study
involving 818 students and 2,638 experience-sampling observations. They
found that perceived classroom competition was associated with
increased in-class imposter feelings on a daily basis for all students, but
particularly for first-generation students. Furthermore, these imposter
feelings predicted students' course engagement, attendance, intentions to
drop out, and course grades at the end of the term. The study suggests
that classroom competition and the resulting imposter feelings can act as
overlooked barriers that hinder the engagement, performance, and
retention of first-generation students in STEM fields.
Task-oriented Versus Competitive Learning Structures:

Motivational and Performance Consequences
According to Covington and Omelich (1984), their study focused on

examining the motivational and performance outcomes of two key aspects
of task-oriented learning structures: retesting opportunities and criterion-
referenced grading. The research involved 435 undergraduate students
enrolled in an introductory psychology course. Participants were assigned
to either a norm-referenced (competitive) or a criterion-referenced grading
system, and they were further divided into single-test or retest conditions
over a two-week period, culminating in a midterm examination. The results
indicated that the superiority of mastery instruction in terms of
performance was primarily attributed to the availability of retesting, while
motivation was enhanced by both retesting opportunities and criterion-
referenced standards. Path analysis confirmed a complex interplay among
these factors, demonstrating that improved performance resulting from the
retesting option positively influenced motivational engagement, leading to
further learning gains.
Effects of Competitive Learning Tools on Medical Students
According to Corell, Regueras, Verdú, Verdú, and de Castro (2018),

their research aimed to examine the effects of a competitive learning tool
on medical students’ academic achievement and satisfaction. The study
focused specifically on medical students competing individually, as there
is a lack of analysis in this area. The authors utilized a nonrandomized

(quasi-experimental) control group pretest-posttest design and collected
data from a Human Immunology course with a total of 285 students. The
Mann-Whitney U-test was employed to measure the strength of
association between variables and compare the two student groups. The
findings indicated that the experimental group, which utilized the
competitive learning tool, demonstrated significantly higher improvement
and academic outcomes compared to the control group. Furthermore,
students using the competitive learning tool reported greater satisfaction
with this type of learning. It is important to note that the study had certain
limitations, such as the absence of random assignment to the control and
experimental groups and the groups not being entirely homogeneous.
However, the use of competitive learning techniques was found to
motivate medical students, enhance their academic performance, and
potentially promote cooperation among students while creating a positive
classroom environment. The authors plan to conduct further studies,
which will include a more comprehensive evaluation of cognitive learning
styles and the incorporation of chronometry and team competition (Corell
et al., 2018).
Measuring the Impact of Competition in Local Government

Education Markets on the Cognitive Achievement of
Students
According to Corell, Regueras, Verdú, Verdú, and de Castro (2018),

their research aimed to examine the effects of a competitive learning tool
on medical students' academic achievement and satisfaction. The study
focused specifically on medical students competing individually, as there
is a lack of analysis in this area. The authors utilized a nonrandomized
(quasi-experimental) control group pretest-posttest design and collected
data from a Human Immunology course with a total of 285 students. The
Mann-Whitney U-test was employed to measure the strength of
association between variables and compare the two student groups. The
findings indicated that the experimental group, which utilized the
competitive learning tool, demonstrated significantly higher improvement
and academic outcomes compared to the control group. Furthermore,
students using the competitive learning tool reported greater satisfaction
with this type of learning. It is important to note that the study had certain
limitations, such as the absence of random assignment to the control and
experimental groups and the groups not being entirely homogeneous.
However, the use of competitive learning techniques was found to
motivate medical students, enhance their academic performance, and
potentially promote cooperation among students while creating a positive
classroom environment. The authors plan to conduct further studies,
which will include a more comprehensive evaluation of cognitive learning
styles and the incorporation of chronometry and team competition (Corell
et al., 2018).
The Effects of Competitive Gaming Scenarios and

Personalized Assistance Strategies on English Vocabulary
Learning
According to Wei, Kao, Lu, and Liu (2018), their study aimed to explore
the effects of integrating competitive gaming scenarios with personalized
assistance strategies on English vocabulary learning. The study argues
that while recitation is beneficial for remembering and understanding
English terminology, it can lead to negative effects such as boredom,
anxiety, and difficulty concentrating. To address these issues, the
researchers proposed a vocabulary-focused competitive game based on
the board game Monopoly, combined with personalized assistance to
enhance immersion and overall effectiveness. A total of 120 students
participated in the study and were randomly assigned to four different
groups, engaging in specific English vocabulary activities. The findings
indicate that the integration of a competitive gaming scenario with
personalized assistance strategies resulted in improved vocabulary
acquisition among the students.
The Effects of Debate Competition on Critical Thinking

Among Malaysian Second Language Learners
According to a study conducted by Othman, Sahamid, Zulkefli,

Hashim, and Mohamad (2015), debate competitions have become popular
extracurricular activities in Malaysian schools at the district level. Each
school selects three students annually to represent their team in these
competitions. The researchers focused on a group of forty 16-year-old
second language learners who participated in a debate activity for three
consecutive weeks. The activity, organized by 18-year-old school seniors
as part of their English assignment, involved two-hour sessions held three
days per week. The participants' critical thinking skills were assessed
using a pre-post critical thinking test, and a survey was administered to
gather their perceptions of the thinking process during the activity. The
study revealed a significant improvement in the critical thinking skills of the
participants after engaging in the debate activity. The survey responses
and teacher observations provided valuable insights into how debate
fostered critical thinking, emphasizing the role of scaffolding and
collaborative learning in enhancing this skill. Furthermore, the study
highlighted how debate incorporates essential components of critical
thinking, such as argumentation, reasoning, explanation, and questioning.
Effects of a Peer Competition‐based Mobile Learning

Approach on Students’ Affective Domain Exhibition in
Social Studies Courses
Hwang and Chang (2016) conducted a study to explore the impact of

a mobile learning approach based on peer competition on the affective
domain exhibition of students in social studies courses. The aim was to
enhance learning interest, positive attitudes, and local cultural identity.
The researchers proposed a location-aware mobile learning method that
incorporated a competition strategy during field trips. Students utilized
tablet computers to engage in problem-based learning tasks related to
real-world targets at specific locations. A quasi-experimental design was
implemented in an elementary school's social studies course to assess the
effects of this approach. The results demonstrated significant
improvements in students' local cultural identity, learning interest, and
learning attitudes. Furthermore, the approach effectively reduced cognitive
load during the field trip experience (Hwang & Chang, 2016).
Effects of Cooperative and Competitive Learning

Experiences on Interpersonal Attraction Between
Handicapped and Nonhandicapped Students
According to Johnson and Johnson (1982), their study examined the

impact of cooperative and competitive learning experiences on
interpersonal attraction between handicapped and nonhandicapped
fourth-grade students. The participants, consisting of 51 students, were
assigned to different conditions in a stratified random manner, considering

factors such as handicap, ability, and sex. The students engaged in two
instructional units lasting 45 minutes per day for 15 instructional days.
Interactions between students of different handicap statuses during free-
time periods and various attitudes were assessed. The findings revealed
that cooperative learning experiences, in comparison to competitive ones,
fostered greater interpersonal attraction between handicapped and
nonhandicapped students.
When Educational Agents Meet Surrogate Competition:

Impacts of Competitive Educational Agents on Students’
Motivation and Performance
According to Chen and Chen (2014), the development of educational

agents has garnered increased attention among researchers. These
agents have the potential to enhance student learning across various
domains. However, existing research in this field has predominantly
focused on higher education, leaving a gap in understanding how
educational agents impact the learning of young students. Furthermore,
while competition is a significant factor, few studies have incorporated
competitive elements when designing educational agents. Although some
research suggests that educational agents in competitive environments
have positive effects on students’ perception and attribution, their
influence on students’ motivation and performance remains unclear. To
address this gap, the study developed an integrative agent that combines
educational and competitive elements for young students and examined
its impact on motivation and learning performance. The findings

demonstrated that these competitive educational agents can improve
students’ motivation and learning performance (Chen & Chen, 2014).
A Qualitative Evaluation of Perceptions of the Role of

Competition in the Success and Distress of Law Students
According to Stallman (2013), in a qualitative evaluation, perceptions

of law students regarding the role of competition in their success and
distress were examined. The study involved participants from an
Australian law faculty who participated in four focus groups:
undergraduate students, postgraduate students, academic staff, and
administrative staff. The discussions centered around various aspects of
competition, including competitive behaviors observed among law
students, the purpose of such behaviors, and their psychological and
learning consequences. Additionally, the contributing and discouraging
factors of competition in law students were explored. The findings
revealed that competition was pervasive, encompassing both antisocial
and manipulative behaviors. The ultimate goal of competition was
perceived to be securing the best job after graduation. Importantly,
competition had a significant impact on the well-being of students,
prompting a discussion on potential implications for the structure of law
programs.
The Impact of a Competitive Learning Strategy on

Developing EFL Students’ Translation Skills at the Faculty
of Specific Education
According to El-Hallim and Abdalla (2019), their study aimed to

examine the impact of a competitive learning strategy on the development
of translation skills among first-year EFL students at the Faculty of
Specific Education. The sample consisted of 80 students, divided into an
experimental group of 40 students and a control group of 40 students. The
groups were randomly selected from the EFL student population at the
faculty. During the first term of the academic year 2017-2018, the
experimental group received instruction using a competitive learning
strategy, while the control group received instruction using the regular
method. The study employed two instruments: (a) a translation skills
questionnaire, which encompassed reading comprehension, production,
researching, and analytical skills, and (b) a translation test designed and
validated as a pre-posttest. Data were collected and analyzed following
the administration of the test. The findings Indicated that the competitive
learning strategy had a positive impact on the development of translation
skills (El-Hallim & Abdalla, 2019).
Studying the Effect of a Competitive Game Show in a

Learning by Teaching Environment
According to Matsuda, Yarzebinski, Keiser, Raizada, Stylianides, and

Koedinger (2013), their study aimed to examine the impact of competition
among tutees in a learning by teaching environment on tutors’
engagement and learning. The investigation involved the incorporation of
a competitive Game Show feature into an online learning platform where
students taught a synthetic peer named SimStudent to solve algebraic
equations. In the Game Show, pairs of SimStudents, trained by students
in advance, competed against each other by solving challenging problems
to earn higher ratings. The results of the classroom study, which involved
141 students in grades 7 to 9, revealed the following: (1) Students
demonstrated improved proficiency in solving equations after teaching
SimStudent, but there was no observed enhancement in their conceptual
understanding. (2) Overall, the competitive Game Show stimulated
students’ extrinsic and intrinsic motivations—when the Game Show was
available, students’ engagement in tutoring (intrinsic motivation)
increased, and those with a higher desire to win strategically selected
opponents with lower proficiency for an easy victory (extrinsic motivation).
(3) The availability of the competitive Game Show did not impact tutor
learning, as there was no significant correlation between students’
motivation (intrinsic or extrinsic) and tutor learning. Based on these
findings, the researchers propose design enhancements to enhance tutor
learning (Matsuda et al., 2013).
Synthesis
A synthesis of research examining the impact of competition on

learning outcomes reveals a diverse range of findings and implications.
Various studies have shown that competition, regardless of whether it is
anonymous or non-anonymous, can have a positive influence on students’
performance and achievement goals. For example, Chen, Law, and Chen
(2018) discovered that students engaged in game-based learning with
competition performed better compared to those in a control group.
Moreover, the anonymous competition group demonstrated higher
learning goals and perceived ability, while the non-anonymous competition
group exhibited higher performance goals. These findings suggest that
competition can enhance motivation and engagement, resulting in
improved learning outcomes. However, the effects of competition may
differ depending on individual characteristics and subject domains.
Marashi and Dibah (2013) found that while competitive environments
generally benefited learners, extroverted individuals excelled more in
cooperative instructional settings, emphasizing the significance of
considering learners’ personalities. Similarly, Owens and Barnes (1982)
observed gender differences in preferences for competitive or cooperative
learning within specific subjects. Furthermore, research has also shed
light on potential negative consequences of excessive competition, such
as increased imposter feelings and reduced engagement, particularly
among first-generation students in STEM courses (Canning et al., 2020).
Therefore, a balanced approach that incorporates elements of both
competition and cooperation, while taking into account individual
differences and contextual factors, is essential for optimizing the benefits
of competition in educational settings.
Conceptual Framework
The Impact of Having Competitive Classmates on

Learning Capabilities of CSHS Grade 11 STEM Students
Achievement Goal Theory Social Comparison Theory

Social Learning Theory
Perceptions Self-evaluation Observation
Competence Comparison Modeling
Definitions Upward Downward Learning Process
Success/
Achievements Inspiration Self-esteem Social Factors
Positive Negative
Models Models
Observational
Learning Process
Achievement Goal Theory posits that students’ perceptions of their

competence and their definitions of success are deeply intertwined with
their motivation and learning outcomes. Students’ perceptions of their own
competence, including their beliefs about their abilities and skills, play a
critical role in shaping their motivation, engagement, and goal orientation
in educational settings. These perceptions can have a significant impact
on whether students adopt a mastery-oriented approach, focusing on
personal growth and improvement, or an ego-oriented approach, seeking
to outperform others and attain superiority. Additionally, students’
definitions of success, which are influenced by personal values, societal
expectations, and cultural factors, guide their goal setting and aspirations.
When there is alignment between perceived competence, definitions of
success, and intrinsic motivation, it can foster a positive learning
environment, enhance students’ self-efficacy, and promote a sense of
achievement. By understanding these interconnections, educators can
tailor instructional strategies, provide targeted feedback, and create
supportive learning environments that empower students to develop a
growth mindset, set meaningful goals, and strive for academic success.
Social Comparison Theory posits that students engage in self-

evaluation and make comparisons with others as part of their
psychological processes. Self-evaluation refers to the assessment and
evaluation students conduct regarding their own attributes, abilities, and
achievements. This self-evaluation then leads students to engage in
comparisons with others, where they assess their own standing in relation
to their peers. Upward comparisons involve comparing oneself to students
perceived as more successful or superior, which can inspire students to
strive for improvement and achievement. Downward comparisons, on the
other hand, involve comparing oneself to students perceived as less
successful or inferior, which can enhance students’ self-esteem and
maintain a positive self-concept. By understanding these processes,
educators and researchers can address the impact of social comparisons
on students’ motivation, self-perception, and well-being. They can create
learning environments that promote positive social comparisons, foster
healthy self-evaluation, and support students in their personal growth and
development.
Social Learning Theory suggests that students acquire knowledge,

skills, and behaviors through observation and modeling of others.
Observation refers to the process of paying attention to others’ actions,
behaviors, and outcomes. This observation then leads to modeling, where
students imitate or replicate the observed behaviors. The learning process
involves various stages, including attention to the model, retention of the
observed information, reproduction of the behavior, and motivation to
engage in the behavior. Social factors play a significant role, as students
are influenced by positive models who exhibit desirable behaviors and
negative models who demonstrate undesirable behaviors. Ultimately, the
effects of observational learning are reflected in students’ adoption of
learned behaviors and the outcomes that result from their imitation.
Understanding these aspects of Social Learning Theory can inform
educators in designing effective instructional strategies, providing
appropriate role models, and creating supportive learning environments
that facilitate observational learning and positive behavior acquisition. By
leveraging the power of observation and modeling, educators can
enhance students’ learning experiences and help them acquire new skills
and behaviors.
References
Canning, E. A., LaCosse, J., Kroeper, K. M., & Murphy, M. C.

(2020). Feeling like an imposter: The effect of perceived classroom
competition on the daily psychological experiences of first-generation
college students. Social Psychological and Personality Science, 11(5),
647-657. [Link to the article: https://psycnet.apa.org/record/2020-43164-
008]
Cantador, I., & Conde, J. M. (n.d.). Effects of competition in

education: A case study in an e-learning environment. Retrieved from
ResearchGate:
https://www.researchgate.net/publication/268379568_EFFECTS_OF_CO
MPETITION_IN_EDUCATION_A_CASE_STUDY_IN_AN_E-
LEARNING_ENVIRONMENT
Chen, C. H., Law, V., & Chen, W. Y. (2018). The effects of peer
competition-based science learning game on secondary students’
performance, achievement goals, and perceived ability. Interactive
Learning Environments, 26(2), 235-244.
https://doi.org/10.1080/10494820.2017.1300776
Chen, Z. H., & Chen, S. Y. (2014). When educational agents meet

surrogate competition: Impacts of competitive educational agents on
students’ motivation and performance. Computers & Education, 75, 274-
281. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S036013151400048
7
Corell, A., Regueras, L. M., Verdú, E., Verdú, M. J., & de Castro, J.
P. (2018). Effects of competitive learning tools on medical students: A
case study. PLoS ONE, 13(3), e0194096.
https://doi.org/10.1371/journal.pone.0194096
Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus

competitive learning structures: Motivational and performance
consequences. Journal of Educational Psychology, 76(6), 1038. Retrieved
from https://psycnet.apa.org/record/1985-15734-001
Crooks, T. J. (1988). The impact of classroom evaluation practices

on students. Review of educational research, 58(4), 438-481. Retrieved
from https://www.jstor.org/stable/1170281
El-Hallim, N. L. A., & Abdalla, M. S. (2019). The impact of a

competitive learning strategy on developing EFL students’ translation skills
at the faculty of specific education. Journal of Research in Curriculum
Instruction and Educational Technology, 5(1), 11-44. Retrieved from
https://jrciet.journals.ekb.eg/article_31975.html
Hwang, G. J., & Chang, S. C. (2016). Effects of a peer competition-

based mobile learning approach on students’ affective domain exhibition
in social studies courses. British Journal of Educational Technology, 47(6),
1217-1231. https://doi.org/10.1111/bjet.12303
Johnson, D. W., & Johnson, R. T. (1982). Effects of cooperative,

competitive, and individualistic learning experiences on cross-ethnic
interaction and friendships. The Journal of Social Psychology, 118(1), 47-
58. [Link to article]
(https://www.tandfonline.com/doi/abs/10.1080/00224545.1982.9924417)
Johnson, R. T., & Johnson, D. W. (1982). Effects of cooperative

and competitive learning experiences on interpersonal attraction between
handicapped and nonhandicapped students. The Journal of Social
Psychology, 116(2), 211-219.
Johnson, R. T., Bjorkland, R., & Krotee, M. L. (1984). The effects of

cooperative, competitive and individualistic student interaction patterns on
the achievement and attitudes of students learning the golf skill of putting.
Research Quarterly for Exercise and Sport, 55(2), 129-134.
https://doi.org/10.1080/02701367.1984.10608388
Lazzari, M. (2009). Creative use of podcasting in higher education

and its effect on competitive agency. Computers & Education, 52(1), 27-
34. https://doi.org/10.1016/j.compedu.2008.06.002
Marashi, H., & Dibah, P. (2013). The Comparative Effect of Using

Competitive and Cooperative Learning on the Oral Proficiency of Iranian
Introvert and Extrovert EFL Learners. Journal of Language Teaching &
Research, 4(3).
https://www.academypublication.com/issues/past/jltr/vol04/03/13.pdf
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides,

G. J., & Koedinger, K. R. (2013). Studying the effect of a competitive
game show in a learning by teaching environment. International Journal of
Artificial Intelligence in Education, 23, 1-21. Retrieved from
https://link.springer.com/article/10.1007/s40593-013-0009-1
Othman, M., Sahamid, H., Zulkefli, M. H., Hashim, R., & Mohamad,
F. (2015). The effects of debate competition on critical thinking among
Malaysian second language learners. Middle-East Journal of Scientific
Research, 23(4), 656-664. Retrieved from
http://irep.iium.edu.my/49859/1/moomala_the_effect_of_debate_competiti
on_2015.pdf
Owens, L., & Barnes, J. (1982). The relationships between

cooperative, competitive, and individualized learning preferences and
students’ perceptions of classroom learning atmosphere. American
Educational Research Journal, 19(2), 182-200. [Link to the article:
https://www.jstor.org/stable/1162564]
Stallman, H. (2013). A qualitative evaluation of perceptions of the

role of competition in the success and distress of law students. Higher
Education Research & Development, 31(6), 891-904. From
https://www.tandfonline.com/doi/abs/10.1080/07294360.2012.655241
Wei, C. W., Kao, H. Y., Lu, H. H., & Liu, Y. C. (2018). The effects of
competitive gaming scenarios and personalized assistance strategies on
English vocabulary learning. Journal of Educational Technology & Society,
21(3), 146-158. Retrieved from https://www.jstor.org/stable/26458514
Zanzig, B. R. (1997). Measuring the impact of competition in local

government education markets on the cognitive achievement of students.
Economics of Education Review, 16(4), 431-441.
https://www.sciencedirect.com/science/article/abs/pii/S027277579700003
4
CHAPTER 3
METHODOLOGY
Research Design
A qualitative, non-experimental methodology is employed in this

investigation. In a methodical process called qualitative research design,
descriptive data are employed to collect information. This study will be
used since the main objective of it is to determine the insights of having a
competitive student body in Grade 11 STEM students at Calatagan Senior
High School.The researcher collected information about the perceptions of
having competitive students in CSHS grade 11 STEM students using the
descriptive approach and qualitative methodologies. A qualitative style of
research comprises information gathering to address questions about
perceptions of a competitive student body in CSHS grade 11 STEM
students. It is designed to assemble information or circumstances that
existed at a certain time.
Population, Sample and Sampling Technique
The target population for this research is the Grade 11 STEM

students enrolled in CSHS during the school year 2022-2023, with a total
population size of 119 students. The sample will consist of 60 students,
with 20 students selected from each of the three sections of STEM 11.
The sampling technique employed will be simple random sampling,
ensuring an equal chance for every Grade 11 STEM student in CSHS to
be included in the sample. This approach aims to provide a representative
sample that allows for generalizations and conclusions about the larger
population of Grade 11 STEM students at CSHS.
Research Instrument
Title: The Impact of Having Competitive Classmates on the Learning

Capabilities of CSHS Grade 11 Students
Introduction:
The purpose of this research instrument is to investigate the impact

of having competitive classmates on the learning capabilities of CSHS
Grade 11 students. The study aims to determine whether class
competition has a positive or negative effect on students' academic
achievement, learning anxiety, and learning engagement.
Section 1: Demographic Information
1. Gender:
- Male
- Female
- Other (please specify)
2. Age: ______
3. Section: ______
4. How long have you been studying at CSHS? ______

Section 2: Perceptions of Competitive Classmates
1. Do you consider your classmates to be competitive in nature?
- Yes
- No
- Not Sure
2. How do you define a competitive classmate?
3. On a scale of 1-5, with 1 being “not at all” and 5 being “extremely,” rate
the impact of having competitive classmates on your learning capabilities.
4. In what ways do competitive classmates positively impact your learning

capabilities?
5. In what ways do competitive classmates negatively impact your learning

capabilities?
Section 3: Learning Strategies and Motivation

1. Do you feel motivated to perform better academically when surrounded

by competitive classmates?
- Yes
- No
- Not Sure
2. Have you observed any changes in your learning strategies as a result

of being in a competitive class? If yes, please describe.
3. How does the presence of competitive classmates affect your study

habits and time management?
Section 4: Classroom Environment
1. How does the presence of competitive classmates influence classroom

discussions and participation?
2. Do you feel pressured or stressed by the competition within your class? If yes,
please explain.
3. How does the presence of competitive classmates impact your relationship with
your peers?
Section 5: Academic Performance
1. Do you believe that having competitive classmates improves your

academic performance?
- Yes
- No
- Not Sure
2. How do you measure your own success in relation to your competitive

classmates?
3. Have you ever experienced a decline in academic performance due to

the pressure of competition? If yes, please elaborate.
4. How do you cope with academic stress or pressure caused by

competitive classmates?
Data Gathering Procedures
In order to conduct the interview, the researchers will adhere to the

following rules: asking permission to conduct the study: the researchers
will prepare a formal letter, properly notated by their research teacher,
asking permission from the school dean of Calatagan Senior High School
to conduct the study through personal interviews with the selected
respondents. After receiving permission, the researcher will construct a
questioner for the selected respondents. Questions will be asked one at a
time, giving extra time for the interviewee to think and answer the
questions. All the conversation or the interview process will be written
down for encoding purposes and ensured proper data would be recorded
relative to the interview.then the data were analyzed and interpreted
through the use of the most statistical procedure.
Data Analysis
The qualitative information gathered from the interview will be

analyzed using thematic analysis. The information will be coded,
categorized, and arranged into concepts and behaviors in order to
highlight necessary results about the effects of having competitive
classmates on learning capabilities. In order to assure reliability and
validity, the data will be coded and refined as part of the analytic process.
Due to the small sample size of 20 students, this study's conclusions
might have some limitations. When analyzing and evaluating the study's
findings, these limitations should also be kept in mind.
Bibliography
Canning, E. A., et.al (2020). Feeling like an imposter: The effect of

perceived classroom competition on the daily psychological experiences
of first-generation college students. Social Psychological and Personality
Science, 11(5), 647-657.
Cantador, I., & Conde, J. M. (n.d.). Effects of competition in

education: A case study in an e-learning environment.
Chen, C. H., Law, V., & Chen, W. Y. (2018). The effects of peer
competition-based science learning game on secondary students’
performance, achievement goals, and perceived ability. Interactive
Learning Environments, 26(2), 235-244.
Chen, Z. H., & Chen, S. Y. (2014). When educational agents meet

surrogate competition: Impacts of competitive educational agents on
students’ motivation and performance. Computers & Education, 75, 274-
281.
Corell, A., et.al (2018). Effects of competitive learning tools on

medical students: A case study. PLoS ONE, 13(3), e0194096.
Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus

competitive learning structures: Motivational and performance
consequences. Journal of Educational Psychology, 76(6), 1038.
Crooks, T. J. (1988). The impact of classroom evaluation practices

on students. Review of educational research, 58(4), 438-481.
El-Hallim, N. L. A., & Abdalla, M. S. (2019). The impact of a

competitive learning strategy on developing EFL students’ translation skills
at the faculty of specific education. Journal of Research in Curriculum
Instruction and Educational Technology, 5(1), 11-44.
Hwang, G. J., & Chang, S. C. (2016). Effects of a peer competition-

based mobile learning approach on students’ affective domain exhibition
in social studies courses. British Journal of Educational Technology, 47(6),
1217-1231.
Johnson, D. W., & Johnson, R. T. (1982). Effects of cooperative,

competitive, and individualistic learning experiences on cross-ethnic
interaction and friendships. The Journal of Social Psychology, 118(1), 47-
58.
Johnson, R. T., & Johnson, D. W. (1982). Effects of cooperative

and competitive learning experiences on interpersonal attraction between
handicapped and nonhandicapped students. The Journal of Social
Psychology, 116(2), 211-219.
Johnson, R. T., Bjorkland, R., & Krotee, M. L. (1984). The effects of

cooperative, competitive and individualistic student interaction patterns on
the achievement and attitudes of students learning the golf skill of putting.
Research Quarterly for Exercise and Sport, 55(2), 129-134.
Lazzari, M. (2009). Creative use of podcasting in higher education

and its effect on competitive agency. Computers & Education, 52(1), 27-
34.
Marashi, H., & Dibah, P. (2013). The Comparative Effect of Using

Competitive and Cooperative Learning on the Oral Proficiency of Iranian
Introvert and Extrovert EFL Learners. Journal of Language Teaching &
Research, 4(3).
Matsuda, N., et.al (2013). Studying the effect of a competitive

game show in a learning by teaching environment. International Journal of
Artificial Intelligence in Education, 23, 1-21.
Othman, M., et.al (2015). The effects of debate competition on

critical thinking among Malaysian second language learners. Middle-East
Journal of Scientific Research, 23(4), 656-664.
Owens, L., & Barnes, J. (1982). The relationships between

cooperative, competitive, and individualized learning preferences and
students’ perceptions of classroom learning atmosphere. American
Educational Research Journal, 19(2), 182-200.]
Stallman, H. (2013). A qualitative evaluation of perceptions of the

role of competition in the success and distress of law students. Higher
Education Research & Development, 31(6), 891-904.
Wei, C. W., et.al (2018). The effects of competitive gaming

scenarios and personalized assistance strategies on English vocabulary
learning. Journal of Educational Technology & Society, 21(3), 146-158.
Zanzig, B. R. (1997). Measuring the impact of competition in local

government education markets on the cognitive achievement of students.
Economics of Education Review, 16(4), 431-441.
1. What advantages may competitive students bring to a classroom or academic

environment?
2. What impact do competing students have on the learning environment as a

whole?
3. What are some tactics teachers may use to harness and capitalize on students'
competitiveness for effective educational results?
4. What problems or difficulties do extremely competitive students provide in the

classroom?
5. How does student competitiveness affect their levels of motivation and

academic performance?

Chapter123 Leibniz Group5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter123 Leibniz Group5

Uploaded by

Copyright:

Available Formats

CalataganSenior High School

Impact of Vices on the Social Skills of Grade 11 Students in

CALATAGAN SENIOR HIGH SCHOOL

THE PROBLEM AND THE BACKGROUND

Background of the Study

Background of the Study

The adolescent years are a critical period of development

Calatagan Senior High School, like many educational

Vices encompass a wide range of behaviors, including

During adolescence, peer relationships play a pivotal role in

Research indicates a strong correlation between substance

Furthermore, the impact of vices on social skills extends

perpetuate a cycle of disengagement and disconnection,

Statement of the Problem

STATEMENT OF THE PROBLEM

1. What are the different vices that Grade 11 Students have?

2. How do Vices affect the Social Skills of Grade 11 Students at

3. How do Vices affect the ability of Grade 11 Students at

4. What strategies can be implemented to address the negative

Significance of the Study

The research of this study arises from its examination of the

specific benefits that having competitive students in Grade 11 STEM

students can potentially increase their academic achievement,

interest, and motivation in STEM subjects. It can also foster

collaboration and encourage students to pursue STEM careers.

However, it is important to note that the impact of competition

participation on students’ pursuit of a STEM career is three times

stronger when students compete in more than one competition.

The results of this study would be of great importance to the following:

To the Teachers. Competition can increase focus, physical effort,

and learning, according to research. A student might study twice as hard

and remember twice as much if they are up against a challenge in order to

win. This is an excellent strategy for getting students interested in the

subject matter and having fun.

To the Students. motivation in the classroom is not always simple.

Even a student who is highly motivated can become distracted by

extracurricular activities and social gatherings. Academic competitions are

attention is off task. A little friendly competition will occasionally be all

that’s needed to spark a student’s interest in their subject.

To the Future Researchers. Giving students the chance to deal

difficult emotions. While it’s important for students to be inspired and

competition skills. These lessons are just as crucial as the educational

content. The majority of team-based educational competitions demand

students to complete difficult tasks involving the need for effective

communication, collaboration, and teamwork. The fact that they are

working together to accomplish such a difficult task motivates them to

become more unified and better collaborators.

Scope, Limitation and Delimitation

This study will investigate students’ insights on having competitive

classmates and what are the impacts of being in a learning environment

where the presence of competitive classmates is highly active. This study

will also focus on the impacts of having competitive classmates on

students’ academic performances, mental health, socializing, and

11, and Grade 11 students that aren’t in the STEM field.

Constraints. According to google, it is a noun that means “stiffness of

constraints is word means “a limitation or restriction” as in “people have

their own constraints .”

Diminished. According to google, it is a noun that means “made to seem

less impressive or valuable.” In this paper, the term Diminished is word

means “made smaller or less” as in “other brand diminished other brand

Enthusiasm. According to google, it is a noun that means “intense

emotion compelling action.” In this paper, the term is word means

“excitement and active interest” as in “we feel enthusiasm.”