Aivan - Domingo - Whole Manuscript-Final 2024

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DETERMINING THE EFFECTIVITY RATE OF GROUP WORK IN

ENHANCING THE LEARNING OF GRADE 7 AND 8
STUDENTS IN SCIENCE AT JONES WEST
HIGH SCHOOL FOR THE SCHOOL
YEAR 2023 – 2024
_________________________________
A Research Proposal
Presented to the Faculty and staff of
Jones West High School
Malannit, Jones, Isabela
_________________________________
In Partial Fulfillment
of the Requirements for the
Inquiries, Investigation & Immersion
_________________________________
By
Agustin, Remelyn Jane D.
Domingo, Aivan C.
Felixmiña, Anjelo Mhar P.
Quintos, Prince Charls S.
Rivera, Lester R.
Sausa, Kent Daryll L.
Soriano, John Windel R.
SEPTEMBER 2023
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APPROVAL SHEET
The research proposal attached hereto entitled, “DETERMINING THE
EFFECTIVITY RATE OF GROUP WORK IN ENHANCING THE LEARNING
OF GRADE 7 AND 8 STUDENTS IN SCIENCE AT JONES WEST HIGH
SCHOOL FOR THE SCHOOL 2023-2024” prepared and submitted by Remelyn
Jane D. Agustin, Aivan C. Domingo, Anjelo Mhar P. Felixmiña, Prince Charls S.
Quintos, Lester R. Rivera, Kent Daryll L. Sausa and John Windel R. Soriano in
partial fulfillment of the requirements of the subject Inquiries, Investigation and
Immersion has been examined and is hereby recommended for acceptance and
approval for final oral defense.
JENNIFER M. INFANTE
Research Adviser
Approved and accepted in partial fulfillment of the requirements in
INQUIRIES, INVESTIGATION AND IMMERSION with a grade of
________________.
ADVISORY COMMITTEE
NORALYN C. BAYAN
Chair
HAZEL CHRISTINE V. CAMPOS ISABEL ANNE O. TODIÑO

Member Member
JHON LORENZ M. MIRAS

Member
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ACKNOWLEDGEMENT
The completion of this undertaking could not have been possible without the
participation and assistance of so many people whose names may not all be
enumerated. Their contributions are sincerely appreciated and gratefully
acknowledged. However, the group would like to express their deep appreciation and
support, particularly to the following;
Their Research Adviser, Ma’am Jennifer M. Infante, for her invaluable
guidance, unending support, comments, suggestions and provisions that help the
completion and success of this study. It was a great privilege and honor to work and
stay under her guidance.
Their statistician, Sir Redentor S. Alvez, for sharing his expertise in data
interpretation and analysis which are important in answering the questions or
objectives of the research.
Their parents of the who gave their unwavering support, and unending
inspiration throughout the study. They are the ones who provide the resources most
especially on the financial matters that needed in the completion of this study. The
researchers also want to express their unending gratitude to the teachers who are
behind in making this research possible through guiding the researchers to complete
this research study.
To all relatives, friends and others who in one way or another shared their
support, either morally, physically and financially, thank you.
Above all, to the Great Almighty, the author of knowledge and wisdom, for his
countless love.
The Researchers
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DEDICATION
This research paper is sincerely dedicated to our supportive parents who
encouraged and inspired us in conducting this study, they gave us strength and hope
when we thought of giving up, they provide us a great sense of enthusiasm and
perseverance in conducting this. Without their love and assistance this love and
assistance this research would not have been made possible.
Moreover, we dedicate this research paper to our adviser, Mrs. Jennifer M.
Infante, we really appreciate your words of advice in continuously giving us moral.
And lastly, we dedicate this research paper to the Almighty God who gives us
strength, wisdom, guidance, power of thinking, security, competence and for giving us
good health while doing this. All of these we offer to You.
To God Be All the Glory!
The Researchers
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TABLE OF CONTENTS
Page
TITLE PAGE … … … … … … … … … … … … … … … … … … … i
APPROVAL SHEET … … … … … … … … … … … … … … … … … ii
ACKNOWLEDGEMENT… … … … … … … … … … … … … … … … iii
DEDICATION … … … … … … … … … … … … … … … … … … … … iv
TABLE OF CONTENTS … … … … … … … … … … … … … … … … v
LIST OF TABLES … … … … … … … … … … … … … … …… … … … vii
LIST OF FIGURES … … … … … … … … … … … … … … …… … … viii
LIST OF APPENDICES … … … … … … … … … … … … … …… … … ix
ABSTRACT … … … … … … … … … … … … … … … … … … … … x
THE PROBLEM AND ITS BAKGROUND
Introduction … … … … … … … … … … … … … … … …… … 1
Conceptual Framework … … … …… … … … … … … …… … 2
Statement of The Problem … … … … … … … … … … … … … 3
Objectives of the Study … … … … … … … … … … … …… … 3
Scope and Delimitation … … … … … … … … … … … …… … 4
Significance of the Study … … …… … … … … … … …… … … 4
Definition of Terms … … … … … … … … … … … … … … … 5
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REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature … … … … … … … …… … … … … … … … 6
Related Studies … … … … … … … …… … … … … … … …… … 7
Synthesis … … … … … … … …… … … … … … … …… … … … 7
RESEARCH METHODOLOGY
Research Design … … … … … … … …… … … … … … … …… 8
Locale of the Study … … … … … … … …… … … … … … … … 9
Respondents of the Study … … … … … … … …… … … … … … 10
Research Instrument … … … … … … … …… … … … … … … … 11
Statistical treatment of Data … … … … … … … …… … … … … … 11
Data Gathering Procedure … … … … … … … …… … … … … … 12
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA …. … 13
GRAPHICAL PRESENTATION … … … … … … …… … … … … … … … 17
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary … … … … … … … …… … … … … … … … … … … ... 32
Conclusion … … … … … … … …… … … … … … … … … … … 33
Recommendations … … … … … … … …… … … … … … … … … 33
REFERENCES … … … … … … … …… … … … … … … … … … …… ... 34
CURRICULUM VITAE … … … … … … … …… … … … … … … … … 48
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LIST OF TABLES
Figure Page
1 Legend of the Likert Scale 11
2 Mean Score and Interpretation (Questions Number 1-10) 14
3 Mean Score and Interpretation (Questions Number 11-20) 15
4 Mean and Standard Deviation 27
5 The computed rate of group work in Grade 7 and 8 students 31
6 Summary of the Result of the Survey Questionnaire 42

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LIST OF FIGURES
Figure Page
1 2
A conceptual framework showing the representation to the effectivity
rate of group work on students learning.
2 Location of the School in the Google Map 9

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LIST OF APPENDICES
List Page
Appendix A. Survey Questionnaire… … … … … … … … … … … … … … … ..36
Appendix B. Request Letter to the School Head… … … … … … … … … … … . 38
Appendix C. Informed Consent… … … … … … … … … … … … … … … ……39
Appendix D. (Result) Answered Survey Questionnaire… … … … … … … … …. 41
Appendix E. Summary of the Results of the Survey… … … … … … … … … …. 42
Appendix F. Documentation: Research on the Making
Before… … … … … … … … … … … … … … … … …… … 43
During… … … … … … … … … … … … … … … … ……… 44
After… … … … … … … … … … … … … … … … … … … .45
Appendix G. The Researchers… … … … … … … … … … … … … … … … ….46
Appendix H. The Researchers with the Adviser… … … … … … … … … … … ...47

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ABSTRACT
This study examined students’ perceptions of group work in Grade 7 and 8
science classes using a 20-item survey questionnaire to measure their agreement with
various aspects of group work. The findings indicate that the group work in Grade 7
has a 50.4%, while in Grade 8 has a 47% and the overall effectivity rate of group
work is 97.4% based on the data gathered. Furthermore, students generally have
positive perceptions of group work, strongly agreeing with their participation, equal
participation, and the development of leadership, creativity, and communication skills.
However, there are areas for improvement, as students also expressed
concerns about group members not contributing equally, not listening to ideas, and not
following the group’s plan. Addressing these concerns could further enhance the
effectiveness of group work in science classes for these students.
Keywords: Effectiveness of Group work, students’ perception.

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Group work is increasingly recognized as an essential component of effective
learning strategies, as it provides students with opportunities to develop critical
thinking, problem solving, and interpersonal skills (Wichadee, 2007)
In the context of science education, group work can help students deepen their
understanding of complex concepts, improve their ability to reason and make
decisions, and enhance their understanding of the nature of scientific concepts.
Furthermore, group work can help students become more active participants in the
learning process, as they can share their ideas, learn from their peers, and develop a
deeper understanding of the material. Group work is shown to be an effective tool for
improving students’ performance, fostering collaboration, and enhancing the learning
experience in various subjects, including science (Gomleksize, 2007). This study aims
to explore the effectivity rate of group work in enhancing the students understanding
in science and how it contributes to their overall learning experience.
However, despite the potential benefits of group work, there are challenges
associated with implementing it in the classroom. Some teachers may find it difficult
to manage group dynamics, while students may struggle with collaboration and
communication skills. Additionally, group work may not be equally effective for all
students, as individual learning styles and preferences can influence the effectivity
rate of group work as way of learning. Therefore, it is crucial to understand the
effectivity rate of group work in enhancing the students understanding in science and
identify strategies to optimize its benefits for all learners.

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Finally, the main purpose of this study is to investigate the effectivity of group
work in enhancing the learning of Grade 7 and 8 students in science. The study aims
to understand how students perceive the effectivity rate of group work in improving
their learning experience in science.
Conceptual Framework
This study used the independent variables, dependent variables, and outcome
model of conducting research. The independent variables consisted of the group work
learning. The dependent variables involved conducting a study and survey to gather
the effectivity rate of group work, followed by the researcher using a likert scale
questionnaire as a research design. The outcome involved determining the views or
perception of students regarding the effectivity rate of group work as an enhancement
of learning in science. However, the independent variables, dependent variables and
outcome will provided a comprehensive representation and insights into: How group
work learning affect their understanding in science. Understanding the effectivity rate
of group work is essential for effective assessment methods and strategies.
INDEPENDENT DEPENDENT
OUTCOME
VARIABLES VARIABLES
• Group work • Conduct a study • Determine the

learning and survey to views of
gather the students
effectivity rate of regarding the
group work. effectivity rate
• Use a likert scale of group work
questionnaire as a as an
research design. enhancement of
learning in
science.
Figure 1: Representation of the effectivity rate of group work on students learning.

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Statement of the Problem
The study dealt with determining the effectivity rate of group work in
enhancing the learning of Grade 7 and 8 students in science.
Specifically, it aimed to answer the following:
1. What is the effectivity rate of group work in enhancing the learning of Grade 7
and 8 students in their science?
2. How does group work contribute to the students learning experience in
science?
3. What are the potential challenges associated with implementing group work in
science for Grade 7 and 8 students?
Objectives of the Study
The study aimed to investigate the effectivity rate of group work in enhancing
the learning of Grade 7 and 8 students in their science. In particular, it aimed to:
1. Examine the effectivity rate of the group work in enhancing the learning of
Grade 7 and 8 students in science.
2. Identify how does group work contributes to the students learning experience
in science.
3. Identify the potential challenges associated with implementing group work in
science for Grade 7 and 8 students.

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Scope and Delimitation
This study included 32 Grade 7 students and 27 Grade 8 students at Jones
West High School for the School Year 2023-2024. It aimed to conduct a survey using
a likert scale to provide answers and justifications regarding the effectivity rate of
group work in improving the learning of Grade 7 and 8 students in science. The
researchers applied purposive sampling in this study to efficiently collect all the data.
Significance of the Study
The study is undertaken to find out the effectivity rate of group work in
enhancing the learning of Grade 7 and 8 students in science at Jones West High
School and through providing information about its. More specifically, this study will
benefit the following individuals and organizations:
STUDENTS – Students will gain a deeper understanding of the material
through discussions and collaborative problem solving. They will learn to
communicate effectively, listen actively, and resolve conflicts, which are essential life
skills. Working with peers can make learning enjoyable and can increase motivation.
It helps develop skills like leadership, time management, and delegation, which are
valuable in both academic and professional settings.
PARENTS – Parents can support their children by encouraging them to
actively participate in group work and providing guidance when needed. Group work
encourages students to take responsibility for their contributions fostering a sense of
accountability. Parents can use group work discussion as a platform to engage in
meaningful conversations with their children about their education.

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TEACHERS – It allows teachers to assess not only subject knowledge but
also collaborative and communication skills, which are important for overall
development of the students. It provides opportunity to ensure all students have a
chance to participate and learn, promoting a more inclusive classroom environment.
Teachers can observe how students interact and identify any issues related to
teamwork or communication that may need attention.
EMPLOYEES – Group work in professional settings promotes collaboration
and brainstorming, leading to more innovative and effective solutions. It hones
communication skills and encourages effective teamwork, crucial in a professional
environment. Well – organized group work can lead to higher levels of productivity,
as tasks can be divided and conquered more efficiently. Employees have the chance to
learn from their peers, gaining new skills and perspectives.
The result of the study aims to motivate, although group work can encourage
positive student learning experiences. Additionally, this research will be beneficial to
future researchers because they can get some information that might be needed in
their research, and some of their questions may possibly be answered by this research.
Definition of Terms
For clarity, the following terms are hereby defined operationally according to
what they convey in this research:
Group work. A collaborative learning style where students in Grade 7 and 8
work together in a group form.
Effectivity rate. The measurement or assessment of how successful or efficient
group work is in enhancing the learning outcomes of Grade 7 and 8 students in the
science.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter contains a review of foreign and local related literature and
studies that are relevant to the present study. This gives support to the ideas and
concept of this study. Presentation of previous and related studies will give the
researchers valuable and essential information that further validates the study.
Related Literature
Group work Learning is a teaching strategy where students of different levels
form small groups to work on activities that will eventually enhance their
understanding of the subject. Every student is responsible of his/her learning and of
helping other group members learn. Students work together to complete the
assignment successfully (Johnson, 2005)
A recent definition of group work learning is provided by Badache (2011) who
defines group work as an instruction method where learners of different levels form
small groups and work together towards a specific objective. Learners take the
responsibility for their own learning and of those in the group so success of one
member is a success of all members.
Research findings suggest that group work technique helps students learn
better and improve their achievement according to Meteetham (2001). And lastly,
Brown (2008) argued that group work teaches learners to respect the learning pace of
other learners in the group and improve their understanding in science subject. It also
created stress-free environment where learners feel at ease. Added to that, shy
students are more comfortable working in groups, students benefit from sharing their
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backgrounds and complement one another’s weakness (Payne and Monk – Tunner,
2006)
Related Studies
Keith and Anderson (2008) conducted quantitative research which aimed to
determine the effectivity rate of using group work learning in improving the students
understanding in science. As a result, the students who work in group form do better
in tests, especially with regard to reasoning and critical thinking skills than those that
do not and that they tended to perform better.
Furthermore, Yazedjian and Kolkhorst (2007) students became more interested
in the topic of the lecture, have the opportunity to meet with others and developed
their social skills. Group discussions also deepened their understanding of topic
content. Students became more active and more confident.
Although there are several studies investigating the effectivity rate of using
group work learning, there are not many studies which find the effectivity rate of
group work in enhancing the students understanding in science.
Therefore, this present study will employ quantitative methodology to reveal
the insight information regarding to the effectivity rate of group work that enhance the
students understanding in science.
Synthesis of the Study
Group work is a way for helping students socialize, get to know one another
and learn about other’s experiences and acquire more skills. Student’s comprehension
ability is developed as a result of working cooperatively.

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This research study aims to identity the effectivity rate of group work learning
in improving the students understanding in science. It is expected that the outcomes
will provide helpful details about the advantages of group work learning techniques in
science for these particular grade levels.
CHAPTER III
RESEARCH METHODOLOGY
This chapter described and discussed how the researchers gathered the
necessary data and information that will be used in the entire study. It described who
were the respondents and focus of the research. This also showed the procedure of
data collection and instruments used. This chapter described the research method and
its setting where the study was conducted. The researchers used a quantitative
research design.
Research Design
The research study was aimed to investigate the effectivity rate of group work
in enhancing the learning of Grade 7 and 8 students in science at Jones West High
School. The research used a Likert scale survey questionnaire that as an instrument in
conducting the study. Therefore, the Likert scale survey questionnaire helped the
researchers determine the effectivity rate of group work in enhancing the students
understanding in science subject.
The researchers did first identify the possible effects of group work in
enhancing the students understanding in science subject. Second the researchers
created a survey questionnaire that determines the effectivity rate of group work in
enhancing the students understanding in science subject. Third, the researchers
distributed the survey questionnaire to the respondents. Fourth, the researchers

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gathered reliable and valid data. After conducting the survey to the chosen
respondents, the researchers gathered all the data from the responses on the survey
questionnaire through the respondents of the study.
Locale of the Study
The study was conducted at Jones West High School, Barangay Malannit
Figure 2. Location of the School in the Google Map
Jones West High School formerly Jones Rural School- Malannit Annex is a
learner- centered institution that recognizes and respects the range of rights of the
students. It is located at Purok 04, Barangay Malannit, Municipality of Jones, and
Congressional District IV in the province of Isabela with a school ID of 306121. It is
along the highway which is 15.5 km from the poblacion and district office, 10 meters
from the nearest public elementary and 80 kilometers from the division office started
to operate on June, 2002. It embraces a total land area of 2.5 hectares.

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It was established through the initiative of Ms. Conchita C. Candelario, Head
Teacher of Malannit Elementary School, who presented the problems of her
barriomates in terms of sending their children to high school to Dr. Salvador B.
Romo, who was then the Vocational Administrator of Jones Rural School and the late
Reynaldo M. Valdez, Ed.D. head of the Vocational Department, when they
accidentally passed by to their house. Because of the eagerness and willingness of
barrio people to have an annex school in their place, Dr. Salvador B. Romo
volunteered to help in the creation of JRS-extension, thus, the processing of papers
and documents was done only in a week. It turned out to be an annex school after a
year.
It had its humble beginning as an extension school, having their first classes in
an old Marcos-type Building lent by the Malannit Elementary School. Improvised
tables were constructed by the students and mono block chairs were borrowed from
Barangay Malannit. It started with two teachers through the Local School Board.
The institution is serving four (4) barangays of Jones namely Malannit,
Pungpongan, Dipangit and Villa Victoria, Echague. There are different means of
transportation that makes the school accessible such as jeepneys, tricycles,
motorcycles, bicycles and hand tractors.
There are 187 students for the School Year 2023-2024. There are 32 students
enrolled in Grade 7, 27 students in Grade 8, 32 students in Grade 9, 38 students in
Grade 10, 25 students in Grade 11 and 33 students of Grade 12.
In line with the teaching force, the school has 1 male and 8 female teachers, 1
Teacher-In-Charge III, 5 of them are Teacher III while 2 are Teacher II, 2 LSB
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handling various grade levels. Based on the NCBTS Results for the past three years,
all of the teachers have met the desired competencies.
Respondents of the Study
The study involved 32 Grade 7 students and 27 Grade 8 students from Jones
West High School as the respondents to the study. The total number of the
respondents was at 59 students.
Research Instrument
In this study, the instrument used in gathering the data is Likert scale survey
questionnaire to determine the effectivity rate of group work in enhancing the students
understanding in science subject.
Table 1. Legend of the Likert Scale
Scale Interpretation Interval

5 Strongly Disagree 4.21 – 5.00
4 Disagree 3.41 – 4.20
3 Neutral 2.61 – 3.40
2 Agree 1.81 – 2.60
1 Strongly agree 1 – 1.80
The table 1 shows the 5 points likert scale to measure the effectivity rate of
group work as an enhancement of learning in science.
Survey questionnaire.
The chosen respondents of this study, the researcher utilized the survey
questionnaire. The survey questionnaire contains 5 scales. 1 (Strongly Agree), 2
(Agree), 3 (Neutral), 4 (Disagree), 5 (Strongly Disagree). In which the respondents
choose his/her response by checking marks in the column inside the table. The scale is
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used to see how researchers determine the effectivity rate of group work in enhancing
the students understanding in science subject.
Statistical Treatment of Data
Statistical treatment of data is essential to make use of the data in the right
form. Raw data collection is only one aspect of any experiment. The organization of
data is equally important so that appropriate conclusions can be drawn. (Siddharta
Kalla, 2009)
1. Mean and average are the middlemost value of your list of values, and this can be
obtained by adding all the values and divide the obtained sum to the number of
values.
Formula: MEAN(×)=
∑ OF ALLVALUES
NUMBER OF VALUES
2. Standard Deviation shows the spread of data around the mean.
Formula: SD=√ −∑ ¿ ¿ ¿ ¿
3. Percentage is any proportion from the whole.
PART
Formula: PERCENTAGE (%)¿( )× 100
WHOLE
Data Gathering Procedure
The researchers will personally conduct the study and will ensure the
confidentiality of the respondent’s profile and the results will gather in the study. The
study will conduct and data will be collected and make into a tabulated table form.
The researchers used the mean score and percentage method in order to know the
effectivity rate of group work in Grade 7 and 8 students.

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The method used in collecting data which has the following steps:
1. The researchers recognize first the source of data for the study.
2. The researchers secured a permission letter needed in conducting the
study through a survey questionnaire.
3. The researchers presented a sample survey questionnaire to the research
adviser.
4. After being approved, the questionnaire is distributed to respondents.
5. Gather or collect reliable data.
6. Analyze and organize the findings.
7. Give conclusion and recommePAST TENSE NA DAPAT CHECK NIYO
TENSES NIYO
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PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA(ANA

NGA CHAPTER DAYTOY?)
This chapter presents the interpretation and analysis of the data gathered
following the sequence of the statement of the problem as well as the objective of the
study.
A. Interpretation of the 20-Item Answered Likert Survey Questionnaire in Grade
7 and 8 students (NASAAN YUNG TABLE? CHECK YOPUR TENSES. KASI
TAPOS NA YAN EH THEREFORE PAST TENSE NA DAPAT. CHECK NIYO)
Item number 1, with a mean score of 1.51, indicates that students strongly
agree on their participation in group work in science class. According to item number
2, which has a mean score of 2.00, students agree that equal participation is observed
among all members of a group. The mean score of 1.82 for item number 3 suggest
that students agree that group work helps in developing leadership skills.
A mean of 1.71 is computed for item number 4, which means that the students
strongly agree that group work encourages creativity and new ideas. Item number 5
has a mean of 1.89, indicating that students agree that group work helps them learn
science better. With a mean of 2.10 for item number 6, the students agree that they
encounter challenges when working in a group.
The students agree that they feel they contribute to their group’s work, as
evidenced by the mean score 1.85 in item number 7. A mean of 1.92 for item number
8 indicates that students agree that group work helps them develop their
communication skills. Item number 9 has an average of 2.60, indicating that students
agree that they feel the group member are not contributing to group’s work. A mean of
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1.90 is associated with item number 10, indicating that the students agree that group
work helps them develop their teamwork skills.
Item number 11 had a mean of 2.66, indicating that students feel neutral about
the group members not listening to their ideas. Item number 12 has a mean of 2.5,
which means that students agree that they feel the group members are not following
the group’s plan. A mean of 2.11 in item number 13 shows that the students agree that
group work helps them develop their time management skills. Item number 14 has a
mean of 2.71, which means students feel neutral about the group members not doing
their fair share of the work.
The students agree that group work helps them develop their empathy skills,
as indicated by the mean score of 2.05 in item number 15. A mean of 2.63 on item
number 16 means students feel neutral about the group members not respecting their
ideas. Students strongly agree that group work helps them develop their conflict
resolution skills, as evidenced by the mean score of 1.93 on item number 17.
Students agree that they feel the group members are not taking the group work
seriously, as evidenced by the mean score of 2.60 on item number 18. Item number
19, with a mean of 2.06, shows that the students agree that group work should be a
regular part of science classes for grade 7 and 8 students. Item number 20 had a mean
of 2.03, meaning that students agree that group work helps them develop their critical
thinking and problem-solving skills.
Table 2. Mean Score and Interpretation of the Answered Survey Questionnaire

conducted to the Grade 7 and 8 Students (Questions Number 1-10)
QUESTIONS MEAN INTERPRETATION

1. Do you participate in group 1.51 Item number 1, with a mean score
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of 1.51, indicates that students

strongly agree on their
work in your science class?
participation in group work in
science class.
According to item number 2,
2. Do you feel that everyone in a which has a mean score of 2.00,
group should have equal 2.00 students agree that equal
participation? participation is observed among
all members of a group.
The mean score of 1.82 for item
3. Do you think group work
number 3 indicates that students
helps in developing leadership 1.82
agree that group work helps in
skills?
developing leadership skills.
A mean of 1.71 is computed for
4. Do you think group work item number 4, which means that
encourages creativity and new 1.71 the students strongly agree that
ideas? group work encourages creativity
and new ideas.
Item number 5 has a mean of
5. Do you think group work 1.89, indicating that students
1.89
helps you learn science better? agree that group work helps them
learn science better.
With a mean of 2.10 for item
6. Do you encounter challenges number 6, the students agree that
2.10
when working in a group? they encounter challenges when
working in a group.
The students agree that they
7. Do you feel that you are
contribute to their group’s work,
contributing to your group’s 1.85
as evidenced by the mean score of
work?
1.85 in item number 7
A mean of 1.92 for item number
8. Do you think group work 8, indicating that students agree
helps you develop your 1.92 that group work helps them
communication skills? develop their communication
skills.
Item number 9 has an average of
9. Do you feel that your group 2.60, indicating that students
members are not contributing to 2.60 agree that they feel the group
the group’s work? members are not contributing to
the group’s work.
A mean of 1.90 is associated with
10. Do you think group work item number 10, indicating that
helps you develop your 1.90 the students agree that group
teamwork skills? work helps them develop their
teamwork skills.
Table 3. Mean Score and Interpretation of the Answered Survey Questionnaire

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conducted to the Grade 7 and 8 Students (Questions Number 11-20)
QUESTIONS MEAN INTERPRETATION

Item number 11 had a mean of 2.66,
11. Do you feel that your group
indicating that students feel neutral
members are not listening to your 2.66
about the group members not
ideas?
listening to their ideas.
Item number 12 has a mean of 2.5,
which means that students agree that
members are not following the 2.5
they feel the group members are not
group’s work?
following the group’s plan.
A mean of 2.11 in item number 13
13. Do you think group work helps
shows that the students agree that
you develop your time management 2.11
group work helps them develop their
skills?
time management skills.
Item number 14 has a mean of 2.71,
which means students feel neutral
members are not doing their fair 2.71
about the group members not doing
share of the work?
their fair share of the work.
The students agree that group work
15. Do you think group work helps helps them develop their empathy
2.05
you develop your empathy skills? skills, as indicated by the mean score
of 2.05 in item number 15.
A mean of 2.63 on item number 16
means students feel neutral about the
members are not respecting your 2.63
group members not respecting their
ideas?
ideas.
Students strongly agree that group
17. Do you think group work helps work helps them develop their
you develop your conflict resolution 1.93 conflict resolution skills, as
skills? evidenced by the mean score of 1.93
on item number 17.
Students agree that they feel the
18. Do you feel that your group group members are not taking the
members are not taking the group 2.60 group work seriously, as evidenced
work seriously? by the mean score of 2.60 on item
number 18.
Item number 19, with a mean of
2.06, shows that the students agree
19. Do you think group work that group work should be a regular
should be a regular part of science 2.06 part of science classes for grade 7
classes for Grade 7 and 8 students? and 8 students.
Item number 20 had a mean of 2.03,

20. Do you think group work helps meaning that students agree that
you develop your critical thinking group work helps them develop their
2.03
or problem-solving skills? critical thinking and problem-solving
skills.
GRAPHICAL PRESENTATION OF THE RESULT OF THE LIKERT SCALE

SURVEY QUESTIONNAIRE.
18
With the specific given questions, the quantitative descriptions of the
effectivity rate in group work are the following:
As shown in the bar graph, in question no. 1 it reveals that most of the
respondents who have the highest answered in the scale of (1) Strongly agree,
indicates that students strongly agree on their participation in group work in science
class.
Question No. 1
Do you participate in group work in your science class?
40
35
30
25
20
15
10
5
0
Strongly Agree Agree Neutral Disagree Strongly
Disagree
As shown in the bar graph, in question no. 2 conveys that respondents have
answered the highest number of answered scale is (2) Agree of the survey
questionnaire. This reveals that the students agree that equal participation is observed
among all members of a group.

19
Question No. 2
Do you feel that everyone in a group should have equal participa-
35 tion?
30
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, which means
that the students agree that group work helps in developing leadership skills.
Question No. 3
Do you think group work helps in developing leadership skills?
30
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (1) Strongly agree, which
means that the students strongly agree that group work encourages creativity and new
ideas.
20
Question No. 4
Do you think group work encourages creativity and new ideas?
40
35
30
25
20
15
10
5
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, indicating that
students agree that group work helps them learn science better.
Question No. 5
Do you think group work helps you learn science better?
35
30
25
20
15
10
0
Disagree
that the students agree that they encounter challenges when working in a group.
21
Statement No. 6
Do you encounter challenges when working in a group?
30
25
20
15
10
0
Disagree
respondents who have the highest answered on the scale of (2) Agree, which means
that the students agree that they feel they contribute to their group’s work.
Question No. 7
Do you feel that you are contributing to your group's work?
30
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, indicates that
students agree that group work helps them develop their communication skills.
22
Question No. 8
Do you think group work helps you develop your comminication
30 skills?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, indicating that
students agree that they feel the group member are not contributing to group’s work.
Question No. 9
Do you feel that your group members are not contributing to the
30 group's work?
25
20
15
10
0
Disagree
As shown in the bar graph, in the question no. 10 it reveals that most of the
respondents who have the highest answered in the scale of (2) Agree , indicating that
the students agree that group work helps them develop their teamwork skills.
23
Question No. 10
Do you think group work helps you develop your teamwork
30 skills?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (3) Neutral , indicating that
students feel neutral about the group members not listening to their ideas.
Question No. 11
Do you feel that your group members are not listening to your
30 ideas?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree , which means
that students agree that they feel the group members are not following the group’s
plan.
24
Question No. 12
Do you feel that your group members are not following the
30 group's plan?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, shows that the
students agree that group work helps them develop their time management skills.
Question No. 13
Do you think group work helps you develop your time man-
30 agement skills?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (3) Neutral, which means
students feel neutral about the group members not doing their fair share of the work.
25
Question No. 14
Do you feel that your group members are not doing their fair
25 share of the work?
20
15
10
0
Disagree
that the students agree that group work helps them develop their empathy skills.
Question No. 15
Do you think group work helps you develop your empathy skills?
30
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (3) Neutral, means students
feel neutral about the group members not respecting their ideas.
26
Question No. 16
Do you feel that your group members are not respecting your
18 ideas?
16
14
12
10
8
6
4
2
0
Disagree
respondents who have the highest answered in the scale of (1) Strongly agree,
Students strongly agree that group work helps them develop their conflict resolution
skills.
Question No. 17
Do you think group work helps you develop your conflict resolu-
30 tion skills?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, Students agree
that they feel the group members are not taking the group work seriously.
27
Statement No. 18
Do you feel that your group members are not taking the group
20 work seriously?
18
16
14
12
10
8
6
4
2
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, shows that the
students agree that group work should be a regular part of science classes for grade 7
and 8 students.
Question No. 19
Do you think group work should be a regular part of science
30 classes for Junior High School students?
25
20
15
10
0
Disagree
respondents who have the highest answered in the scale of (2) Agree, meaning that
28
students agree that group work helps them develop their critical thinking and
problem-solving skills.
Question No. 20
Do you think group work helps you develop your critical thinking
20 or problem-solving skills?
18
16
14
12
10
8
6
4
2
0
Disagree
In overall, the total mean of all the data has 2.13, indicating that Grade 7 and 8
students perceive group work as an effective enhancement of learning in science.
Additionally, out of 62 total respondents, 50 of them stated that group work is
effective, 6 respondents stated that group work is very effective, and 6 respondents
stated that it is moderately effective for enhancing the learning in science based on the
statement given to the respondents of this study.
Table 4. Mean and Standard Deviation of the Answered Survey Questionnaire (Likert
Scale) of Grade 7 and 8 students in science.
QUESTIONS MEAN 1 MEAN 2 STANDARD INTERPRETATION
DEVIATION
1. Do you 1.51 2.74 1.23 Strongly Agree

participate in
group work in
your science
class?
2. Do you feel 2.00 4.84 2.84 Agree
that everyone in
29
a group should
have equal
participation?
3. Do you think 1.82 4.05 2.23 Agree

group work
helps in
developing
leadership
skills?
group work
encourages
creativity and
new ideas?

group work
helps you learn
science better?
6. Do you 2.10 5.60 3.5 Agree

encounter
challenges
when working
in a group?
that you are
contributing to
your group’s
work?
group work
helps you
develop your
communication
skills?
that your group
members are
not contributing
to the group’s
work?
10. Do you 1.90 4.55 2.65 Agree

think group
30
work helps you

develop your
teamwork
skills?
11. Do you feel 2.66 8.24 5.58 Neutral
that your group
members are
not listening to
your ideas?
that your group
members are
not following
the group’s
plan?
13. Do you 2.11 5.66 3.55 Agree
think group
work helps you
develop your
time
management
skills?
14. Do you feel 2.71 8.81 6.1 Neutral
that your group
members are
not doing their
fair share of the
work?
15. Do you 2.05 5.24 3.19 Agree
think group
work helps you
develop your
empathy skills?
16. Do you feel 2.63 8.63 6 Neutral

that your group
members are
not respecting
your ideas?
17. Do you 1.93 4.74 2.81 Agree
think group
work helps you
develop your
conflict
31
resolution
skills?
18.Do you feel 2.60 8.05 5.45 Agree
that your group
members are
not taking the
group work
seriously?
19.Do you 2.06 5.39 3.33 Agree
think group
work should be
a regular part of
science classes
for Junior High
School
students?
20. Do you 2.03 5.23 3.2 Agree
think group
work helps you
develop your
critical thinking
or problem-
solving skills?
The table 4, shows the relationship between mean and standard deviation,
indicating that Grade 7 and 8 students generally answered agree based on the
interpretation of the answered survey questionnaire. It conveys that group work has a
significant effect on the learning of the respondents, as well as on their understanding
of the science subject.

32
B. The Effectivity Rate of Group Work in Grade 7 and 8 students
The table represents the computed rate of group work in Grade 7 and 8
students using mean and average. However, this table indicates that the effectiveness
of group work in Grade 7 is slightly higher than in Grade 8, but when looking at the
combined results for both grade levels, the overall effectivity rate is quite high at
94.7%. These percentages reflect the success and impact of group work strategies in
enhancing student learning outcomes and performance.
Table 5. The computed rate of group work in Grade 7 and 8 students.

Independent Computed Rate Computed Rate Overall Effectivity
Variables (Grade 7) (Grade 8) Rate
Effectivity Rate of 50.4% 47% 97.4%
Group Work in
Grade 7 and 8
The data presented in the table suggests that group work has been beneficial in
improving student performance and engagement in both Grade 7 and 8. By working
collaboratively in groups, students have likely experienced enhanced learning
experiences, peer interactions, and skill development, leading to a higher overall
effectivity rate across both grade level.

33
SUMMARY, CONCLUSION AND RECOMMENDATION (ANONG
CHAPTER ITO? OBSERVE PROPER FORMAT AND PARALLELISM AND
OBSERVE PROPER TENSES)
Presented in this study are the summary of findings obtained from the
preceding chapters, researcher’s conclusion and proposed a recommendation.
SUMMARY
In this study, the respondents of this study are the 33 Grade 7 students and 29
Grade 8 students at Jones West High School. This study is conducted at Jones West
High School for the School Year 2023-2024. This study used quantitative research
design, analyzing and interpreting the data. In order to determine the effectivity rate of
group work in enhancing the learning of Grade 7 and 8 students in science.
According to the results of survey questionnaire using Likert scale, it reveals
that group work enhances the learning of Grade 7 and 8 students in science. Questions
1 to 6 received agree and strongly agree responses, while questions 7 to 20 received
neutral responses from Grade 7 and 8 students. Questions 1 to 5 contain positive
aspects of group work, while questions 16 to 20 feature negative aspects of group
work. The survey results indicate that students strongly agree on the benefits of group
work in science. They believe that group work encourages equal participation,
leadership skills, creativity, and better learning. However, they also acknowledge
encountering challenges, such as group members not contributing equally, not
listening to ideas, and not following the group’s plan. Despite these challenges,
students feel that group work helps them develop essential skills like communication,
teamwork, time management, empathy, and conflict resolution.

34
They also believe that group work should be a regular part of science classes
for Grade 7 and 8 students, as it enhances critical thinking and problem-solving skills.
Based on the data gathered the effectivity rate of group work in Grade 7 is 50.4%,
while in Grade 8 is 47% and the overall effectivity rate is 97.4%. It means that group
work has a significant effect in the learning of Grade 7 and 8 students especially in
science subject.
In overall, the total mean of all the data has 2.13, the results of the study indicate that
Grade 7 and 8 students are agree with the questions in this study.
CONCLUSIONS
Based on the findings gathered in the survey questionnaire, Grade 7 and 8
students recognize the benefits of group work in science, there are areas of
improvement related to group dynamics and individual contributions. It is essential to
address the concerns raised by students to ensure a more effective and positive group
work experience. The students are also agreeing about the effectivity rate of group
work in their learning basing from the result of the survey questionnaire wherein the
mean is 2.13 which falls on range of the likert scale 1.81 to 2.60 and based in the data
gathered the effectivity rate of group work in Grade 7 is 50.4%, while in Grade 8 is
47% and the overall effectivity rate is 97.4%.
It is also found out that there is a significant effect of group work to the
learning of the Grade 7 and 8 students which is shown in the presentation, analysis
and interpretation of data. The group work of the students helps them to develop their
communication skills, leadership skills, teamwork skills and time management skills.
Also, to improve their academic performance.
RECOMMENDATIONS
35
In this study, the researchers would like to suggest and recommend the
following:
1. Promote Equal Participation: Given that students strongly agree on their
participation in group work and the importance of equal participation, it is
recommended to implement strategies that ensure all group members are actively
engaged and contribute equally. Encouraging inclusive participation and teamwork
can enhance collaboration and create a more equitable learning environment.
2. Enhance Communication and Teamwork: Since students agree that group
work helps them develop communication skills and teamwork abilities, fostering
these skills further can be beneficial. Providing opportunities for students to practice
effective communication, collaboration, and problem-solving within groups can
strengthen their interpersonal skills and overall group performance.
3. Address Challenges and Improve Planning: Considering that students
encounter challenges in group work and feel that group members are not following
the group’s plan, it is important to address these issues. Providing guidance on
effective group dynamics, setting clear objectives, and facilitating discussions on
planning and task allocation can help improve group cohesion and productivity.
4. Foster Respect and Engagement: To enhance the overall group work
experience, promoting respect for ideas and ensuring that all members take the work
seriously are essential. Encouraging active listening, empathy, and mutual respect
among group members can create a supportive environment conducive to learning,
collaboration, and skill development.
These recommendations aim to maximize the benefits of group work while
addressing the challenges identified in the survey results.

36
REFERENCES
Bachade, L. (2011). The benefits of Group Work. The Social Science and Human
Journal. Retrieved from http:/repository.yu.edu,
jo/handle/123456789/4490143.
Brown. F. A. (2008). Collaborative learning in the EAP classroom: Students’

perceptions. English for specific purposes world. Online Journal for Teachers
Issue, 1(17),7.
Gomleksize, M, N, (2007). Effectiveness of cooperative learning (jigsaw II) method

in teaching English as a foreign language to engineering students (case of Firat
University, Turkey). European Journal of Engineering Education, 32(5),613-
625, http://dx.doi.org/10.1080/03043790701433343
Johnson, D, (2005), Cooperative learning: Increasing college faculty instructional

productivity, Retrieved December 11, 2013,
http://www.ntlf.com/htm/lib/bib/92-2dig.htm
Keith, L, and Anderson, D. (2008). Supporting the thesis writing process of

international research students through an on-going writing group.
Innovations in education and teaching International, 48 (2), 195-205.
Meteetham, P. (2001). Case study of cooperative learning by using jigsaw technique

with second-year English major students at Naresuan University (M.A.
Thesis, Mahidol University).
Payne, B, K, & Monk-Tunner, E, (2006), students’ perceptions of group projects; The

role of race, age and slacking, College Students Journal, 40(1),132-139.
Siddharta Kalla, T, (2009). Teaching for Understanding and Application of Science

Knowledge. School Science and Mathematics, 100(6), 310-318.
Wichadee, S. (2007). The effect of cooperative learning on English reading skills and
attitudes of the first-year students at Bangkok University. Bino University of
Technology, Czech Republic, November,29-30-2007.
Yazedjian, A, & Kolkhorst, B. (2007). Implementing small-group activities in large

lecture classes. College Teaching, 55(4), 164-169,
http://dx.doi.org/10.3200/CTC.55,4,164-169
37
APPENDIX A
SURVEY QUESTIONNAIRE
Name (Optional): ____________________________________ Grade: ________
Directions: Put a check mark (/) in the columns and rate yourself honestly in each
item. Read each item carefully and rate yourself based on the items stated below.
Items Strongly Agree Neutral Disagree Strongly

Agree Disagree
(1) (2) (3) (4) (5)
1. Do you participate in group
work in your science class?
2. Do you feel that everyone in a
group should have equal
participation?
helps in developing leadership
skills?
encourages creativity and new
ideas?
helps you learn science better?
6. Do you encounter challenges
when working in a group?
7. Do you feel that you are
contributing to your group`s
work?
helps you develop your
communication skills?
members are not contributing to
the group`s work?
helps you develop your
teamwork skills?
members are not listening to
your ideas?
members are not following the
group`s plan?
38

helps you develop your time
management skills?
members are not doing their fair
share of the work?
helps you develop your empathy
skills?
members are not respecting your
ideas?
helps you develop your conflict
resolution skills?
members are not taking the
group work seriously?
should be a regular part of
science classes for Junior High
School students?
helps you develop your critical
thinking or problem-solving
skills?
39
APPENDIX B
REQUEST LETTER TO THE SCHOOL HEAD
APPENDIX C
40
INFORMED CONSENT
41
APPENDIX D
ANSWERED SURVEY QUESTIONNAIRE

42
43
APPENDIX E
SUMMARY OF THE RESULT OF THE SURVEY QUESTIONNAIRE
Table 2. SURVEY RESULTS ON THE EFFECTIVITY RATE OF GROUP WORK IN ENHANCING THE
LEARNING OF GRADE 7 AND 8 STUDENTS IN SCIENCE.
GRADE 7 GRADE 8 TOTAL PER SCALE

STATEMENT TOTAL Mean
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 19 13 2 0 0 17 7 4 0 0 35 19 5 0 0 59 1.51
2 12 21 1 0 0 7 9 7 4 1 18 29 7 4 1 59 2.00
3 11 17 5 0 1 14 9 4 1 0 24 25 8 1 1 59 1.82
5
4 26 4 3 1 0 11 8 4 0 36 11 6 6 0 59 1.71
5 9 19 2 3 1 9 11 6 0 2 17 29 7 3 3 59 1.89
6 9 14 10 1 0 9 10 6 3 0 17 23 15 4 0 59 2.10
7 13 16 4 1 0 10 11 4 1 2 22 26 7 2 2 59 1.85
8 16 12 3 1 1 8 13 3 3 1 23 24 5 4 2 59 1.92
9 5 14 10 5 0 4 11 9 1 3 8 24 18 6 3 59 2.60
10 12 15 4 3 0 12 10 4 1 1 23 24 7 4 1 59 1.90
11 4 9 15 5 1 6 7 10 2 3 9 15 24 7 4 59 2.66
12 4 14 8 5 3 9 10 5 0 4 12 23 12 5 7 59 2.5
13 14 13 3 4 0 7 11 5 3 2 20 23 7 7 2 59 2.11
14 4 7 16 7 0 6 7 5 4 6 9 13 20 11 6 59 2.71
15 6 18 7 2 1 14 9 3 0 2 19 26 9 2 3 59 2.05
16 8 12 8 4 2 5 3 8 8 4 12 14 15 12 6 59 2.63
17 14 12 7 1 0 13 7 7 0 1 26 18 13 1 1 59 1.93
18 7 11 12 4 0 5 8 6 5 4 11 17 18 9 4 59 2.60
19 15 14 1 3 1 6 12 6 3 1 20 25 8 6 2 59 2.06
20 9 16 9 0 0 10 8 5 3 2 23 18 15 3 2 59 2.03
44
APPENDIX F
DOCUMENTATION: RESEARCH ON THE MAKING
BEFORE
45
DURING
46
AFTER
47
APPENDIX G
THE RESEARCHERS
48
APPENDIX H
THE RESEARCHERS WITH THE ADVISER
49
CURRICULUM VITAE
AGUSTIN, REMELYN JANE D.

remelynjane@gmail.com
09533127871
Objectives:
 Obtain a challenging position in a reputable company where I can utilize my skills
and contribute to the company’s growth.
Qualifications/Skills:
 Active listening skill.
 Clear and concise verbal communication.
 Can provide and constructive criticism.
PERSONAL BACKGROUND
Nickname : Jane
Birthday : March 27, 2006
Age : 17
Sex : Female
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Single
Father’s Name : Reynaldo D. Agustin Jr.
Mothers Name : Vilma D. Agustin
EDUCATIONAL BACKGROUND:
SECONDARY
Senior High School JONES WEST HIGH SCHOOL
2022-Present
Junior High School JONES WEST HIGH SCHOOL

2018-2022
ELEMENTARY MALANNIT ELEMENTARY SCHOOL

50

2012-2018
CURRICULUM VITAE
DOMINGO, AIVAN C.
ivandomingo8282006@gmail.com
09533127871
Objectives:
 Continuously learn and grow professionally, with a positive impact on the
organizations, goals, and objectives.
 Excellent communication skills, both written and verbal, with ability to effectively
convey complex ideas.
 Detail-oriented and highly organized, with ability to manage tasks simultaneously.
 Active listening skill and adaptability skill.
PERSONAL BACKGROUND
Nickname : Aivan
Birthday : August 28, 2006
Age : 17
Sex : Male
Religion : Church of God
Father’s Name : Roberto S. Domingo
Mothers Name : Mary Jane C. Domingo
SECONDARY
2022-Present

2018-2022
51

2012-2018
CURRICULUM VITAE
FELIXMIÑA, ANJELO MHAR P.

Dipangit, Jones, Isabela
mharfelixmina@gmail.com
09193558653
Objectives:
 I want a highly rewarding career where I can use my skills and knowledge for
organizational and personal growth.
 Management skill.
 Problem-solving skill.
PERSONAL BACKGROUND
Nickname : Rham
Birthday : April 07, 2005
Age : 18
Sex : Male
Religion : Roman Catholic
Father’s Name : Orlando Pastores
Mothers Name : Jenalyn Felixmiña
SECONDARY
2022-Present

2018-2022

52

2012-2018
CURRICULUM VITAE
QUINTOS, PRINCE CHARLS S.

princecharlsquintos970@gmail.com
09676232932
Objectives:
 I want to succeed in a stimulating and challenging environment that will provide me
with advancement opportunities.
 Problem-solving skill.
 Decision making skill.
PERSONAL BACKGROUND
Nickname : Ikko
Birthday : January 16, 2005
Age : 19
Sex : Male
Religion : Iglesia Filipina Indipendiente
Father’s Name : Jhong Rivera
Mothers Name : Jorgelyn Quintos
SECONDARY
2022-Present
Junior High School LAGASIT NATIONAL HIGH SCHOOL

San Quintin, Pangasinan
2018-2022

53

2012-2018
CURRICULUM VITAE
RIVERA, LESTER R.
terlest280@gmail.com
09947857438
Objectives:
 Obtain a position that will enable me to use my strong organizational skills,
educational background, and ability to work well with people.
 Communication skill
 Problem-solving skill
 Time management skill.
PERSONAL BACKGROUND
Nickname : Lester
Birthday : January 24, 2006
Age : 18
Sex : Male
Religion : Church of the Living God
Father’s Name : Romeo Rivera
Mothers Name : Luzviminda Rivera
SECONDARY
2022-Present

2018-2022

54

2012-2018
CURRICULUM VITAE
SORIANO, JOHN WINDEL R.

Dipangit, Jones, Isabela
deilsoriano15@gmail.com
09934843245
Objectives:
 I want to excel in this field with hard work, perseverance and dedication.
 Time management skill.
 Ability to convey complex ideas.
 Active listener skill.
PERSONAL BACKGROUND
Nickname : Deil
Birthday : August 15, 2004
Age : 18
Sex : Male
Religion : Iglesia Filipina Indipendiente
Father’s Name : Quirino Soriano
Mothers Name : Imelda Soriano
SECONDARY
2022-Present

2018-2022

55
2012-2018
CURRICULUM VITAE
SAUSA, KENT DARYLL L.

Villa Victoria, Echague, Isabela
kentsausa92@gmail.com
09533127871
Objectives:
 I am seeking a competitive and challenging environment where I can serve your
organization and establish a career for myself.
 Organizational skill.
 Responsibility skill.
 Interpersonal skill.
PERSONAL BACKGROUND
Nickname : Ken
Birthday : December 18, 2004
Age : 19
Sex : Male
Religion : Church of God
Father’s Name : Roderick G. Sausa
Mothers Name : Brenda L. Sausa
SECONDARY
2022-Present

2018-2022
ELEMENTARY VILLA VICTORIA ELEMENTARY SCHOOL

56
Villa Victoria, Echague, Isabela

2012-2018

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i

DETERMINING THE EFFECTIVITY RATE OF GROUP WORK IN

Presented to the Faculty and staff of

Jones West High School

Malannit, Jones, Isabela

of the Requirements for the

Inquiries, Investigation & Immersion

Agustin, Remelyn Jane D.

Felixmiña, Anjelo Mhar P.

Quintos, Prince Charls S.

Sausa, Kent Daryll L.

Soriano, John Windel R.

The research proposal attached hereto entitled, “DETERMINING THE

EFFECTIVITY RATE OF GROUP WORK IN ENHANCING THE LEARNING

OF GRADE 7 AND 8 STUDENTS IN SCIENCE AT JONES WEST HIGH

SCHOOL FOR THE SCHOOL 2023-2024” prepared and submitted by Remelyn

Jane D. Agustin, Aivan C. Domingo, Anjelo Mhar P. Felixmiña, Prince Charls S.

partial fulfillment of the requirements of the subject Inquiries, Investigation and

approval for final oral defense.

Approved and accepted in partial fulfillment of the requirements in

INQUIRIES, INVESTIGATION AND IMMERSION with a grade of

HAZEL CHRISTINE V. CAMPOS ISABEL ANNE O. TODIÑO

JHON LORENZ M. MIRAS

enumerated. Their contributions are sincerely appreciated and gratefully

support, particularly to the following;

Their Research Adviser, Ma’am Jennifer M. Infante, for her invaluable

stay under her guidance.

interpretation and analysis which are important in answering the questions or

objectives of the research.

this research study.

support, either morally, physically and financially, thank you.

This research paper is sincerely dedicated to our supportive parents who

assistance this research would not have been made possible.

Moreover, we dedicate this research paper to our adviser, Mrs. Jennifer M.

Infante, we really appreciate your words of advice in continuously giving us moral.

good health while doing this. All of these we offer to You.

To God Be All the Glory!

LIST OF TABLES … … … … … … … … … … … … … … …… … … … vii

LIST OF FIGURES … … … … … … … … … … … … … … …… … … viii

THE PROBLEM AND ITS BAKGROUND

Statement of The Problem … … … … … … … … … … … … … 3

Objectives of the Study … … … … … … … … … … … …… … 3

Scope and Delimitation … … … … … … … … … … … …… … 4

Significance of the Study … … …… … … … … … … …… … … 4

REVIEW OF RELATED LITERATURE AND STUDIES

Locale of the Study … … … … … … … …… … … … … … … … 9

Respondents of the Study … … … … … … … …… … … … … … 10

Statistical treatment of Data … … … … … … … …… … … … … … 11

Data Gathering Procedure … … … … … … … …… … … … … … 12

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA …. … 13

SUMMARY, CONCLUSION AND RECOMMENDATION

1 Legend of the Likert Scale 11

2 Mean Score and Interpretation (Questions Number 1-10) 14

3 Mean Score and Interpretation (Questions Number 11-20) 15

4 Mean and Standard Deviation 27

5 The computed rate of group work in Grade 7 and 8 students 31

6 Summary of the Result of the Survey Questionnaire 42

rate of group work on students learning.

2 Location of the School in the Google Map 9

Appendix A. Survey Questionnaire… … … … … … … … … … … … … … … ..36

Appendix B. Request Letter to the School Head… … … … … … … … … … … . 38

Appendix C. Informed Consent… … … … … … … … … … … … … … … ……39

Appendix D. (Result) Answered Survey Questionnaire… … … … … … … … …. 41