Chapter I

INTRODUCTION

Background of the Study

The education setting has changed because of the challenges the pandemic brought. The

conducive classroom is redefined as safety in connection with health protocols. Thus, this

situation has changed the environment in school and that includes the number of learners inside

the classroom. According to DepEd's guidelines for minimum health standards in schools during

the first year of the pandemic, or DepEd Order No. 14, s. 2020, students can maintain a physical

distance of one meter apart with only 18 to 21 students per classroom, depending on whether

they use desks or armchairs.

The level of Performance or Student Achievement is based on a collective judgment

about what students should know and be able to do relative to the body of content reflected in

each subject-area assessment. Academic performance is the outcome of a student’s effort in

examinations. A student’s academic performance is determined by several. Academic

performance is measured by the average marks of the previous semesters and the total average.

The determining factors of student performance have attracted the attention of academic

researchers from many areas. The academic performance of students reflects on their ability to

demonstrate the knowledge they have learned in discussions, presentations, tests, quizzes, and

final examinations. The importance of student performance is not only evident to the students but

also to the schools as it is a measure of the success of the education process.

Individual learning entails your children studying independently. Children will learn at

their own pace with this type of online education. They will also study their learning materials

and achieve their learning objectives on their own. Individual learning helps children develop
self-confidence, high self-esteem, and self-motivation by focusing on meeting the unique

educational needs of each child. Children are pleased and content with their ability to learn on

their own. This piques their interest in learning more and gives them confidence in their ability to

progress. It also assists them in discovering their interests at an early age. Individual learning,

finally, encourages them to develop time management, self-discipline, and other essential

organizational skills.

On the other hand, the collaborative learning approach entails children working together

on activities or learning tasks in teams or small groups that ensure that everyone participates.

Kids have collective goals that they strive to achieve together in group learning. Group learning

allows kids to learn from their peers. This is beneficial because many children understand

concepts better when they learn from their peers rather than teachers and parents. Collaborative

learning also aids in knowledge retention. Children learn teamwork through group learning. They

also learn communication skills by constantly interacting with their peers. This method of

instruction allows them to express themselves, listen to others, and provide feedback. They learn

what ideas or points of view to adopt by honing their critical thinking abilities.

On these notes, the researchers want to determine improved levels of performance in

positive and negative directions using individual and collaborative learning activities.

Theoretical Framework

Academic performance is the outcome of students’ effort in examinations. A variety of

factors such are learning skills, peer influence, learning infrastructure have influence students'

academic performance (Eze et al. 2016). The average marks from the previous semesters and the

total average marks are used to assess academic performance. Academic researchers from a

variety of disciplines have been drawn to the factors of attentiveness, involvement, class
participation perception of teacher supportiveness, encouragement that influence student

performance. They attempted to determine that variables have a positive impact which are

communication, learning facilitate and proper guidance of the 3teacher while the negative impact

are class size, instructional materials and peer influence in their performance.

Jahanbakhsh (2012) investigated the relationship between learning styles and academic

outcomes of girls' schools in Iran, and the results showed that personality and learning style can

together impact and result in 17% of the change in learning performance. The academic

performance of these students and their learning styles were found to be strongly correlated. In

this study, they looked into the relationship between a group of high school students in Thai

Nguyen City's academic success in Physics and their preferred learning methods either

individualized and collaborative (Husin et al., 2021; Dudar et al., 2021).

According to Kirschner, Paas, and Kirschner (2011), the cognitive load of the individual

learning group was lower than that of the collaborative learning group for basic tasks, but the

results were the opposite for challenging tasks. The learning time and efficiency scores also

showed this connection, but not the performance results. They found that whereas collaborative

learning was more effective in complicated tasks requiring working memory, individual learning

was more effective in basic activities.

Distributing the cognitive strain among group members helps to offset the cognitive load

brought on by knowledge transfer (Kirschner and colleagues, 2011). Questions were created to

minimize the impacts of transitional activities, as well as the difficulty in judging the difficulty

level of the activity (based on the participants' varied prior knowledge), generalization of

findings are accompanied with uncertainty in practical learning scenarios.

 An excellent method to get students actively involved in their own learning is through

collaborative learning exercises. They support students in sharing ownership and responsibility

for their learning while also fostering community and fending against any feelings of isolation or

detachment. The material that follows explains the advantages of collaborative learning,

identifies some tactics for successful collaboration. A form of active learning known as

collaborative learning entails multiple students cooperating "and distributing the burden fairly as

they advance toward targeted learning outcomes" (Barkley et al., 2014, p. 4). Students are

"actively engaged in their own learning in a supportive and demanding social atmosphere"

thanks to this collaboration and equitable job distribution (Barkley et al., 2014, p. 13).

Collaborative learning offers students the chance to engage in team building and create a positive

group dynamic while also fostering community among those who might otherwise feel

disassociated.

With this approach of teaching, the researcher expects positive results that learners

attained the best possible understanding of the lesson through their collaborative efforts having

less focus on individual work and self-directed activities. Also, listening to students working in

groups could provide the teacher a greater insight into how well key concepts were being

understood (Brame, C.J. & Biel, R. 2015).

Furthermore, there isn't a lot of information available on this subject because it's so

recent. Considering the numerous ideas on these areas, this study sought to examine the effects

of individual and group learning activities to worked-out examples on cognitive load and

transference of problem-solving.
 Individualized Improved level of
Learning Activities performance of the
Grade V pupils of
ASIST-Laboratory
Collaborative School in English
Learning Activities

Conceptual Framework

This part represents the concept of the study that was used by the researchers as a guide

to see the effects of individualized and collaborative activities.

Input Process Output

1. Competencies
in Grade 5
English and
Filipino in 3rd
Quarter

a. Summarize various
text types based on
elements;/Pagbubuod
ng Ibat ibang uri ng
Teksto Batay sa
Elemento

b. Make a
stand;/Gumagawa
ng Paninindigan

Figure 1. The Research Paradigm

The research paradigm illustrates the Input-Process-Output model. The Input are the

competencies during the 3rd quarter of English and Filipino Grade V which are Summarize

Various Text Types based on elements/ Pagbubuod ng Ibat ibang uri ng Teksto Batay sa Elemento

and Make a Stand/ Gumagawa ng Paninindigan whereas the process that was employed are

the individual and collaborative learning activities. The expected output of this research is

the improved level of performance of the Grade V pupils of ASIST-Laboratory School

after employing the two approaches.

Statement of the Problem

The study aimed to focus on Individualized and Collaborative Learning activities and

level of performance of Grade 5 of the different learning areas.

Specifically, it aimed to answer the following:

1. What’s the pre-test performance of Grade 5 pupils in English and Filipino along the

following competencies:

a. Summarize various text types based on elements/ Pagbubuod ng Ibat ibang uri ng Teksto

Batay sa Elemento and;

a. Make a stand/ gumawa ng paninindigan?

2. What is the post-test performance of Grade 5 pupils in English and Filipino along the

different Strategies in terms of

a. Individual learning Activities; and

 b. Collaborative learning Activities?

3. Is there a significant difference in the pupils’ level of performance in the pre-test and post-

test?

4. Is there a significant difference in the level of post-test performance between the individual

learning activities and collaborative learning activities?

Hypothesis

There is a significant difference on the level of pre-test and post-test performance

between the individual and collaborative learning activities of grade 5 English and Filipino.

Operational Definition of Terms

Average. It is the total number of grades obtained by the learners.

Competencies. These are combination of motivational and personal components, developed

such a level that allows one to successfully apply the acquired research skills and knowledge in

practical tasks.

Collaborative Learning Activities. They are the activities where learners are working co-

operatively in pairs or groups.

Individualized Learning Activities. These are activities that learners do on their own.
Level Performance. This refers to the extent to which a pupil, teachers, or institution has

attained their short or long-term educational goals and is measured either by continuous

assessments or cumulative grade point average.

Strategies. These are plans of action and techniques of the teacher to achieve greater

educational progress of learners.

Chapter II

METHODOLOGY

Research Design

This made use the quantitative-descriptive research design. It mainly focuses on

Individualized and Collaborative Learning Activities and level Performance of Grade 5 pupils
at Laboratory School in Abra State Institute of Sciences and Technology, Main Campus,

Lagangilang, Abra.

Population and Local of the Study

The respondents of this study were the Grade V Pupils of Abra State Institute of

Sciences and Technology, Main Campus, Lagangilang, Abra.

Research Instrument

To gather data, the researchers constructed a teacher-made test for Grade V pupils and it

was validated to test the improvement of the respondents after employing the strategies in

teaching and learning process.

Data- Gathering Procedure

The researchers asked permission from the laboratory school Chairperson of Abra State

Institute of Sciences and Technology through a letter that signed by them and their adviser.

After it was approved, the researchers conducted pre-test, session of teaching to Grade V

students using the two strategies and Post-test to check on the improvement of the respondents.

After gathering the data, they tallied the results and subjected them to analysis and was

interpreted by the researchers.

Statistical Treatment of Data

The researchers used the following statistical tool in analyzing data.

1. The Mean used to determine the level of pre-test and post-test performance of Grade V

Pupils.

2. T-Test determined the significant difference between the level of performance in the pre-test

and post-test and between the two learning approaches.