Gingoog City Colleges-Teacher Education Program 1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

In today’s educational landscape, student retention has become a critical concern for

educational institutions. The ability to retain students not only impacts the institution’s

reputation but also plays a significant role in student’s academic success and personal

development. Studying at university can be a transformative experience for students,

providing them with access to skills and knowledge that can change their lives and give them

access to a wider range of employment opportunities (Nieuwoudt, 2020).

However, not all students succeed in their studies and may leave university prior to

completion. Thus, student retention is highly pertinent for students and universities globally.

The motivation for the higher education sector to improve retention rates is clear.

Universities with higher rates of completion enjoy positive reputations (Aljohani, 2016),

while high attrition rates negatively impact on institutions’ financial planning through loss of

student tuition fees (Burke, 2019).

Somehow, the benefits of group discussions in enhancing student engagement, critical

thinking skills, and social interaction, ultimately leading to improved student retention

rates. According to Social Learning Theory: Developed by Albert Bandura (1977), social

learning theory emphasizes the importance of social interaction in the learning process.

According to this theory, students learn through observing and imitating others. Group

discussions provide an opportunity for students to actively engage with their peers, share
Gingoog City Colleges-Teacher Education Program 2

knowledge, and learn from each other's perspectives. This social interaction can enhance

understanding, critical thinking, and retention of information. Furthermore, Astin’s (1984)

theory of Involvement by participating in group discussions, students can deepen their

understanding of the subject matter, gain different perspectives, and enhance their

communication and teamwork skills. These experiences can foster a sense of belonging and

connection to the learning community, which are important factors for student retention.

Moreover, discussions are known to provide the interest, engagement, and interaction

that lectures can lack (McKeachie, 2002). Indeed, when they are well structured, discussions

can give students more than just the opportunity to express their personal opinions. They can

help students to connect with and develop new ideas, wrestle with alternative perspectives

and apply new knowledge to complex problems in collaboration with their peers.

Importantly, when group discussion is used they can promote improvements in student

learning outcomes and experiences including the development of understanding, critical

thinking, exposure to alternative perspectives, development of listening and communication

skills, group and team-working skills, better final exam performance, promote to have

better retention, and satisfaction with skills developed in classes (Kustra & Potter, 2010)

The Philippines' first time in the Program for International Student Assessment

(PISA) revealed that Filipino students ranked near the bottom in science and math among 79

countries. They scored 353 points in math, which is much lower than the 489 average of the

Organization for Economic Co-operation and Development (OECD) (Magsambol, 2019).

Local exam results also showed poor performance in math. The Department of Education's
Gingoog City Colleges-Teacher Education Program 3

2019 report on the National Achievement Test (NAT) showed low proficiency levels in

science, English, and math (Gonzales, 2019). The NAT is taken by Grade 6, 10, and 12

students. Improving math education isn't just about understanding the subject better, but also

about improving students' ability to remember what they've learned. This is important for

developing children's cognitive abilities, logical thinking, independence, and memory, which

are all goals of math education. There are reports that students struggle to remember

information and basic concepts after they're initially taught. This shows a need for ways to

improve memory retention. Reports also show that students struggle to understand statistics

and probability. The findings suggest that students are not retaining skills before instruction,

which needs to be addressed to prevent poor performance in future assessments. The root

cause of misunderstandings is the retention of skills learned during instruction (Capate &

Lapinid, 2015).

This action research study seeks to investigate the effect of implementing group

discussion activities on student’s retention among Grade 10 students at Gingoog City

Colleges Inc. There are no further studies are conducted in Gingoog City. We hypothesize

that integrating structured group discussions into the classroom setting will enhance student

engagement, motivation, and overall retention rates.

Theoretical Framework

This study is anchored on the following theories namely: Astin’s (1984) Student

Involvement Theory, Bandura’s (1977) Social Learning Theory, Deutsch’s (1949) Social
Gingoog City Colleges-Teacher Education Program 4

Interdependence, Theory Tinto’s (1993) Student Integration Theory, and other studies related

to the study.

Astin's theory of student involvement is another influential theory in the field of

student retention. Astin's theory suggests that the greater the level of student involvement in

college, the greater their learning and personal development outcomes (Rendo, Jalomo &

Nora, 2000). According to Astin, student involvement encompasses various dimensions,

including academic involvement, extracurricular activities, interactions with peers and

faculty, and engagement in the campus community. Group discussions can contribute to

these dimensions by providing opportunities for students to actively engage with course

material, collaborate with their peers, and develop meaningful relationships with their

classmates and instructors (Hoyt & Winn, 2003).

By participating in group discussions, students can deepen their understanding of the

subject matter, gain different perspectives, and enhance their communication and teamwork

skills. These experiences can foster a sense of belonging and connection to the learning

community, which are important factors for student retention (Hoyt & Winn, 2003).

The major premise of social learning theory is that learners can improve their

knowledge and retention by observing and modeling the desired behaviors, attitudes and

reactions of others, and that human thought processes are central to understanding

personality (Schunk, 2007). To create the new behavior, learners will form an idea by

observing a reproduction of the desired behavior. Learners learn more through the
Gingoog City Colleges-Teacher Education Program 5

observation of models when they display new patterns of behavior (Schunk, 2007). Bandura

suggests that the retention of modeled information requires several cognitive activities such

as organization, rehearsal, coding, and transformation. All of these activities can help

learners store the modeled information in their memory for a long time (Schunk, 2007).

The social interdependence theory is relevant when each individual’s goals are

accomplished under the influence of the actions of others (Johnson & Johnson, 2005). This

perspective holds that students help each other learn because they care about the group and

its members, and come to derive self-identity benefits from group membership (Slavin,

2011). In collaborative situations, performance has been constructed in terms of achievement

and productivity, long-term retention, on-task behavior, use of higher-level reasoning

strategies, generation of new ideas and solutions, transfer of what is learned within one

situation to another, intrinsic motivation, achievement motivation, continuing motivation to

learn, and positive attitudes toward learning and school (Johnson & Johnson, 2008).

Vincent Tinto's theory is widely recognized in the field of student retention, and it

emphasizes the importance of social integration and academic engagement in promoting

student persistence. In the context of group discussions, Tinto's theory highlights the role of

social integration. Group discussions provide opportunities for students to interact with their

peers, exchange ideas, and build relationships. Through these interactions, students can

develop a sense of belonging and connection to the learning community, which can

positively impact their retention (Smith, 2002). It's important to note that Tinto's theory is not
Gingoog City Colleges-Teacher Education Program 6

solely focused on group discussions but encompasses a broader understanding of student

retention (Smith, 2002).

Conceptual Framework

Improved
Level of Students’ Group
Students’
Retention Discussion
Retention

Figure 1.

Schematic Presentation of the Interplay of Variables in the Study

Statement of the Problem

This study generally seeks to assess the current students’ retention rates among Grade

10th students and identify areas for improvement. Specifically, it tries to answer the

following questions;

1. What is the level of students’ retention before and after intervention?

2. Is there a significant difference between the previous students’ retention to the current?

3. Is the group discussion effective?

Gingoog City Colleges-Teacher Education Program 7

Significance of the Study

The findings of this study will benefit the following:

Students – The study directly benefits Grade 10 students by providing them with an

enhanced learning experience through the implementation of group discussion activities. It

aims to improve their academic performance, engagement, and motivation, ultimately leading

to higher retention rates and increased success in their educational journey.

School Administrators- School administrators at Gingoog City Colleges Inc. can

benefit from the study’s findings and recommendations to enhance their retention strategies

and improve overall student outcomes. The study provides evidence-based insights that can

inform decision-making and policy development at the institutional level.

Teachers -The study offers valuable insights and practical recommendations for

educators at Gingoog City Colleges Inc. on how to effectively integrate group discussion

activities into their teaching practices. Educators can benefit from the findings to create a

more interactive and collaborative learning environment that promotes student retention and

academic success.

Parents – Parents and guardians of Grade 10 students will benefit from the study as it

aims to improve student retention rates. The findings can assure them that their children are

part of an educational environment that prioritizes student engagement, motivation, and

success.
Gingoog City Colleges-Teacher Education Program 8

Future Researchers – The study contributes to the existing body of knowledge on

student retention and the effectiveness of group discussion activities. It can serve as a

foundation for future research and action in the field of education, particularly in exploring

innovative strategies to improve student retention and academic outcomes.

Scope and Delimitation of the Study

The study focuses specifically on Grade 10 students at Gingoog City Colleges Inc.

The research aims to investigate the effectiveness of group discussion activities on student

retention within this specific grade level.

The study is conducted within the context of Gingoog City Colleges Inc. The findings

and recommendations are tailored to the institutional setting and may not be directly

generalizable to other educational institutions.

The study focuses on a specific sample size of Grade 10 students at Gingoog City

Colleges Inc. with a 40 total number of students.

Gingoog City Colleges-Teacher Education Program 9

Definition of Terms

This section provides following terms operationally defined for a better understanding

of the study:

Collaborative Learning – A pedagogical approach that emphasizes active

participation, cooperation, and shared responsibility among students in their learning

process, often facilitated through group discussions.

Group Discussion- An interactive learning activity where students come together to

exchange ideas, share perspectives, and engage in collaborative problem-solving or

decision-making.

Grade 10 Students- Refers to students in the tenth grade or the final year of

secondary education in the educational system of Gingoog City Colleges Inc.

Gingoog City Colleges. Inc- It is the school where the study will be conducted.

Improve – In this study, it develops or increases the students’ retention.

Intervention – A deliberate action or activity implemented to bring about a desired

change or improvement, in this case, the implementation of group discussion

activities to enhance student retention.

Level – In this study, it assesses the students’ retention between the previous and the

current.
Gingoog City Colleges-Teacher Education Program 10

Long-term Memory – It is the storage of memories that tend to be stable and can last

for a long time. In this study, help learners store their knowledge for long time.

Motivation – He or she internal drive or desire that energizes and directs students’

behavior and efforts towards achieving their academic goals.

Promote – It entails flexibility for learners who struggle to grasp concepts. In this

study, it promotes better retention rates in local.

Retention – An ability to retain things in the minds of the students. It is one of the

most common problems at the school.

Gingoog City Colleges-Teacher Education Program 11

CHAPTER 2

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a review of related literature and studies. It discusses major

insights and substance to further support the present problem being studied. Foreign and local

studies give a more extensive view of the research problems under investigation.

Foreign Related Literature and Studies

Johnson, M. A., & Smith, R. L. (2018), conducted a meta-analysis of international

studies exploring the effects of collaborative learning on high school student retention. Their

research synthesized findings from various contexts and educational systems, providing a

comprehensive overview of the positive correlation between collaborative learning and

improved retention rates.

M. Goos et al. (201) Effectiveness of grade retention: A systematic review”: This

systematic review examines the effects of grade retention on student outcomes. It explores

the potential impact of retention strategies on student retention rates and academic

performance.

Williams, E. K., & Brown, A. J. (2019), Brown focused on the dynamics of teacher-

student collaboration in North American high schools. Their study employed surveys,

interviews, and classroom observations to investigate how strong teacher-student

relationships contribute to student engagement and, subsequently, impact retention rates.

Schmidt, L. G., & Müller, J. R. (2020), conducted a comparative study across European high
Gingoog City Colleges-Teacher Education Program 12

schools to examine the effects of digital collaboration on student retention. Utilizing surveys

and academic performance data, the research highlighted variations in the use and impact of

technology-enhanced collaborative approaches on student engagement and retention.

Mediavilla M. (2020), “Effects of Grade Retention Policies: A Literature Review of

Empirical Studies Applying Causal Inference” – This literature review examines the effects

of grade retention policies on student outcomes. It analyzes empirical studies applying causal

inference to understand the impact of grade retention on academic performance.

According to the study by Anderson, C. L., & Walker, B. M (2021), Titled: "Long-

Term Effects of Collaborative Approaches on Student Engagement and Retention: A Study

Across Asian High Schools", investigated the Influence of Community Involvement in

Collaborative Learning on Student retention in Australian high schools. Through interviews,

surveys, and community engagement metrics, the study demonstrated how collaborative

efforts between schools and local communities contribute to a positive learning environment

and increased retention rates.

Tanaka, Y., & Kim, S. H. (2022), conducted a longitudinal study in Asian high

schools, focusing on the sustained effects of collaborative learning on student engagement

and retention. The research utilized surveys, academic records analysis, and follow-up

interviews to explore the long-term impact of collaborative approaches on student success

and retention in diverse cultural contexts.

According to Fakomogbon and Bolaji (2020), collaborative learning is viewed as an

approach employed by teachers to facilitate learning and improve students' performance.

Collaborative learning helps learners to share their understanding and learning experiences
Gingoog City Colleges-Teacher Education Program 13

and helps to promote their learning performance as well as for both groups and individuals.

The lack of collaboration among students leads to poor academic achievement, low

perceptions of greater social support, and low self-esteem (Uwizeyimana et al., 2018).

However, the use of collaboration improves the performance of students encourages

teamwork, more retention, and promotes students to be more engaged in the learning process

and transfer of knowledge (Nkechinyere et al., 2018). Collaborative learning has been used to

promote learning achievement and encourage socialization and positive interaction among

students. It creates an environment for students that increases their academic performance as

they learn social skills and enhances the active participation of students (Eskay, Obiyo, &

Obidoa, 2012).

Group discussion fosters engagement in an active learning process, increasing the

likelihood of knowledge acquisition and transfer (Treagust, 2007). Research has shown that

constructive learning processes are enhanced through collaborative learning (Dewiyanti et

al., 2007). Group discussion also provides opportunities for inquiry-based learning, which

has been shown to increase long-term knowledge retention (Akinbobola & Afolabi, 2009).

Local Literature and Studies

Santos, J. R. & Cruz, M. L, (2018), explored the influence of collaborative learning

methods on high school student retention in urban public schools in the Philippines. The

study employed a mixed-methods approach, combining surveys, interviews, and academic

performance analysis. Findings indicated a positive correlation between collaborative

Gingoog City Colleges-Teacher Education Program 14

learning experiences and increased student engagement, ultimately contributing to higher

retention rates.

According to Reyes, A. M (2019), investigated the impact of collaborative learning

on student retention in urban high schools. Utilizing surveys, classroom observations, and

academic records, the study examined how collaborative approaches enhance student

engagement and contribute to increased retention rates in the Philippine context.

Santos, R. A. (2022) explored the impact of community involvement in collaborative

learning approaches on student retention. Using a mixed-methods approach, the study

incorporated surveys, interviews, and community engagement metrics. Results highlighted

the positive influence of community support in creating a conducive learning environment,

ultimately improving high school retention rates.

According to the study of Garcia, A. B. (2023), the study focused on understanding

the relationship between collaborative learning approaches and student engagement in

Philippine high schools. The research employed a qualitative approach, including interviews

with students and teachers, classroom observations, and analysis of academic performance.

Results emphasized the importance of collaborative learning in enhancing student

engagement and retention.

Lim, C. H. (2021), conducted a longitudinal study to examine the effects of

integrating digital collaboration tools in high school classrooms on student retention. The

research, spanning multiple academic years, utilized surveys, academic performance analysis,

and interviews. Findings indicated a positive correlation between digital collaborative

learning and sustained student engagement leading to increased retention.

Gingoog City Colleges-Teacher Education Program 15

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedure that will be use in conducting the

study. It includes the research design, research locale, the respondents, sampling procedure,

data gathering procedure, research instrument, scoring procedure, and statistical treatment of

data.

Research Design

This study utilizes the action research design specifically comparative design.

According to Lewin (1890 – 1947), action research is also defined as comparative research

on the condition and effects of various forms or fields in educational studies that employs a

spiral step which comprises a circle of planning, action and fact-finding about the outcomes

of the action. This provides assistance to the students’ retention through the application of

group discussion. The comparative survey is designed to test the possible difference between

two groups of phenomena (Calmorin & Calmorin, 2007). Its main objective is to analyze

whether the degree of differences is significant or just due to sampling or distribution error.
Gingoog City Colleges-Teacher Education Program 16

Research Locale

This study was conducted at one private school in Gingoog City, a school that abides

by the core values abbreviated as HAIL (humility, accountability, integrity, and loyalty).

Considered as one of the leading private schools in the city with a respectable track record of

student performance and achievement. The school offers both basic and tertiary educational

levels. Most students enrolled come from low to mid-income families, relatively more on

government-funded scholarships and financial aid. With over half a century of operations, the

school has gained popularity among the locals and in neighboring municipalities because of

its low cost and tuition.

Sampling Design

The researcher will use the purposive sampling technique. One section in Grade 10

was used as respondents. Their assessments and appraisals are often not depictive of their

professional competitiveness; therefore, grade 10 students need to provide valuable insights

that can inform policy and intervention strategies to promote better student retention rates.

Respondents of the Study

The respondents of the study will be the grade 10 students of one of the secondary

private schools in Gingoog City for the school year 2023-2024. Grade 10 Talisay. This grade

level was chosen because this is considered to be the transition period from junior to senior
Gingoog City Colleges-Teacher Education Program 17

high school. Table 1 presents the number of Grade 10 students chosen as respondents to the

study.

Table 1: Respondents of the Study

Grade & Section Number of Students

Grade 10 - Talisay 40
Total 40

Research Instrument

The instrument that the researcher used in this study is composed of one part. The

researcher used an adopted and modified questionnaire based on the principles of group

discussion learning as outlined by Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Group

discussion learning techniques: A handbook for college faculty. John Wiley & Sons.

Reliability and Validity of the Instrument

For the reliability of the research instrument, the questionnaire was pilot-tested on a

similar group of forty respondents in the same grade level in the same school. After

conducting the pilot test, Cronbach's Alpha will be computed. A desired result of .825

and .818 was attained and considered the instrument as reliable. Furthermore, it was

validated and calculated with the help of Statistical Package for Social Sciences (SPSS).

Data Gathering Procedure

Gingoog City Colleges-Teacher Education Program 18

An endorsement letter was secured from the Dean of Graduate School asking

permission to conduct this study. A letter of request was prepared by the researcher and

addressed to all concerned, such as the high school principal who is overall in charge of the

school, the High School Registrar who keeps the information of all enrolled students, the

principal who is the charge of the students, the teachers who play a major role in the

development of the students’ retention, the parents who are responsible for their children’s

growth, and the students who were the main subjects of the study.

Data was collected using an adapted questionnaire to be filled by Grade 10

students. The main data-gathering tool was the questionnaire. The questionnaire was duly

validated, systematically prepared, and comprehensible for the convenience of the

respondents. Afterward, data collected from the said processes shall be tabulated and

analyzed and then interpreted.

The researcher conducted a face-to-face administration of the questionnaires and

provided them with clear instructions on how to answer. The test questionnaire had 1 part.

Scoring Procedure

After the distribution and retrieval of the questionnaire from the respondents, the data

was tabulated, collated, and analyzed using a t-test for comparisons of two independent

groups or to determine if they are significantly different from each other. The t-test generates

a t-value, which is then compared to a critical value based on the chosen significance level

(e.g. 0.05), if the calculated t-value exceeds the critical value, it suggests that there is a

significant difference between the groups. This information is typically summarized in a

Gingoog City Colleges-Teacher Education Program 19

statement that outlines the results of the t-test, including the calculated t-value, degrees of

freedom, and p-value.

For the Effectiveness of Collaborative Learning scale ranging from 1 (strongly agree)

to 4 (strongly disagree).

SCALE RANGE DESCRIPTION INTERPRETATION

4 3.26 - 4.00 Strongly Agree Strongly believes in the effectiveness

of group discussion
3 2.51 - 3.25 Agree Group discussion to be effective

2 1.76 - 2.50 Disagree Group discussion is particularly

effective
1 1.00 - 1.75 Strongly Strongly believes that group
Disagree discussion is not effective

For assessing the level of students' retention, a scale ranging from 1 (strongly agree)

to 4 (strongly disagree).

SCALE RANGE DESCRIPTION INTERPRETATION

4 3.26 - 4.00 Strongly Agree Very High Retention

3 2.51 - 3.25 Agree High Retention

2 1.76 - 2.5 Disagree Poor Retention

1 1.00 - 1.75 Strongly Disagree Very Poor Retention

Gingoog City Colleges-Teacher Education Program 20

Statistical Treatment

The data gathered was collated, integrated, analyzed, and interpreted using the

following statistical tools:

Problem 1 used descriptive statistics, frequency, and percentage.

Problem 2 used a t-test to assess if there is a significant difference in the previous

students’ retention to the current.

After these steps, the researcher then analyzed the result of the survey to decide

whether to accept or reject the formulated hypothesis.

Gingoog City Colleges-Teacher Education Program 21

REFERENCES

Akinbobola, A.O. & Afolabi, F. (2009). Constructivist practices through guided discovery
approach: The effect on students’ cognitive achievement in Nigeria senior secondary
school physics. Bulgarian Journal of Science and Educational Policy, 3(2), 233-252.

Al-kaabi, A. (2016). Effects of Collaborative Learning on the Achievement of Students with

Different Learning Styles at Qatar University (QU). Brunel University London.

Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for
interaction. International Review of Research in Open and Distance Learning, 4(2), 9-
14.

Aquino, I. (2019). Classroom Collaborative Learning Approach: The Students Stand Point.
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Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N.J. (2007). Students’ experience
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Eskay, M., Obiyo, N., & Obidoa, M. (2012). Use of Peer Tutoring, Cooperative Learning,
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Garcia, A. B. (2023) Adopting a blended learning approach: Challenges encountered and

lessons learned in an action research study. Journal of Asynchronous Learning
Networks, 15(1), 45-57. DOI: https://doi.org/10.24059/olj.v15i1.182

Johnson, D.W., & Johnson, F. (2008). Joining together: Group theory and group skills (10th
ed.). Boston: Allyn & Bacon.
Gingoog City Colleges-Teacher Education Program 22

Johnson, D. W., & Johnson, R. T. (2012). Social interdependence theory. In D. J. Christie

(Ed.), Encyclopedia of Peace Psychology. Hoboken, NJ: Wiley-Blackwell.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social
interdependence theory and cooperative learning. Educational Researcher, 38, 36-379.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to
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Lowyck, J. and Pöysä, J. (2001) 'Design of collaborative learning environments', Computers

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Niyonsaba, A., et al. (2022). Impacts of Collaborative Learning on Learners’ Academic

Performance in Chemistry in Three Selected Secondary Schools of Nyamasheke
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Reyes, A. M (2009) Cooperative versus competitive efforts and problem solving. Review
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Santos, R.A (2022). Cooperative learning and literacy. Journal of Research on Educational
Effectiveness, 6(4), 339-360.

Slavin, R. E. (2010). Cooperative learning. In E. Baker, P. Peterson, & B. McGaw (Eds.),

International encyclopedia of education (3rd ed.). Oxford, England: Elsevier.

Schmidt, K. L., et al. 2021). Society to cell: How child poverty gets “under the skin” to
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Schunk, D. H. (2007). Learning theories: An Educational Perspective (4th ed.). Upper

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Gingoog City Colleges-Teacher Education Program 23

Tran, V. (2013). Theoretical Perspectives Underlying the Application of Cooperative

Learning in Classrooms. Sciedu Pres, ISSN 1927-6044, Vol. 2.

Tanaka, M. (2019). Student engagement and quality assurance in higher education:

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Gingoog City Colleges-Teacher Education Program 24

QUESTIONNAIRE

Name (Optional):

Part I. 10-item Modified Survey Questionnaire Perceived Effectiveness of Collaborative

Learning (Barkley, E. F., Cross, K. P., & Major, C. H, 2014).

Instructions:
Please indicate the extent of your agreement or disagreement on the following
indicators using the provided scale.

1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree

Indicators 4 3 2 1
Strongly Agree Disagree Strongly
Agree Disagree
I believe that collaborative learning has
improved my understanding of the course
material.
I believe that the effectiveness of collaborative
learning should be recognized more in our
curriculum.
I think that collaborative learning activities
have been more enjoyable than traditional
lectures.
I believe that collaborative learning has
prepared me for real-world situations where
teamwork is required.
I feel that collaborative learning has helped me
 Gingoog City Colleges-Teacher Education Program 25

feel more connected to my classmates.

I feel that collaborative learning has allowed me
to learn effectively from my peers.
I believe that collaborative learning has fostered
my critical thinking skills.
I feel that collaborative learning has enhanced
my engagement in class.
I think that collaborative learning has helped
me develop better communication skills.
I think that collaborative learning has been
more effective than traditional learning methods
for me.

Part II. 10-item. Modified Survey Questionnaire assessing the level of student retention
(L., Stanne, M. E., & Donovan, S. S, 1999).
Instructions:
Please indicate the extent of your agreement or disagreement on the following
indicators using the provided scale.

1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree

Indicators 4 3 2 1
Strongly Agree Disagree Strongly
Agree Disagree
I feel confident in my ability to remember
information from previous lessons.
I can easily recall the main points of the lesson
I’ve learned.
I can recall key concepts or facts from the
beginning of the semester.
I engage in active learning strategies, such as
summarizing information or teaching it to
someone else.
 Gingoog City Colleges-Teacher Education Program 26

I participate in class discussions or ask

questions to deepen my understanding.
I can connect new information to what I have
learned previously.
I am able to apply the concepts learned from
the lessons in my daily life or other subjects.
I use mnemonic devices or other memory
techniques to aid in retention.
I feel confident in my ability to apply what I
have learned to real-life situations.
I can provide examples or scenarios where the
concepts learned can be used.