COMPARING GROUP STUDY AND INDIVIDUAL LEARNING AMONG

FIRST-YEAR IT STUDENTS

In Partial Fulfillment of the Requirements

for the Subject GE 2-(2992) (Purposive Communication)

Submitted by:
RENDELL JHON R. ALFANTA
REYNARD T. BACALLA
CRISTIAN NEIL J. CEBALLOS
VERONICA S. FEDERIZO
ORLANDGEE R. SULARTE

Submitted to:
JHENROSE NOVE L. EBRO
Subject Teacher

December 2024
RESEARCH CONCEPT
 CHAPTER I
INTRODUCTION

Introduction

Background of the study

In modern education, instructional strategies such as group study and personal learning
have gained prominence for their potential to improve academic outcomes. Group study
facilitates collaborative learning through informal interaction, enabling students to share insights,
engage critically, and strengthen their understanding of subject matter (Knowles, 1975; Merriam
et al., 2007). Conversely, personal learning emphasizes individual autonomy, tailoring
educational experiences to a student’s strengths, needs, and interests. This approach fosters self-
paced progress and aligns with the principles of self-directed learning, which are essential for
lifelong education (Brookfield, 2009). Despite these benefits, both methods face challenges.
Group study can be hindered by distractions and lack of focus, while personal learning is often
plagued by procrastination and isolation due to the absence of external accountability (Boyer &
Usinger, 2015; Grover, 2015). Addressing these issues is critical for optimizing the effectiveness
of these instructional designs in diverse educational contexts.

Previous research in various regions highlights the complexity of these learning methods.
Studies in Australia and New Zealand have explored group study dynamics, including
cooperative learning and group assessments, while addressing challenges such as social loafing
and group performance among multicultural student populations (Merriam et al., 2007;
Brookfield, 2009). Similarly, national research in the Philippines, such as that by Santos (2019)
and Reyes (2020), revealed the benefits of group study in enhancing collaboration and social
skills, alongside its drawbacks like distractions. On the other hand, personal learning allows
students to focus on individual progress and autonomy but often leads to motivational issues and
a sense of isolation. In the Davao Region, Garcia and Santos (2019) emphasized the potential of
these approaches to enhance academic performance but noted that their effectiveness depends on
individual preferences and specific learning objectives. These findings underscore the need for
strategies that address the limitations of both methods to maximize their advantages.
 Despite the growing body of research, a clear gap exists in directly comparing the
effectiveness of group study and personal learning, particularly among first-year IT students,
who face unique academic challenges such as adapting to a technical curriculum and developing
collaborative and problem-solving skills. Current literature provides limited guidance on how
students and educators can select the most suitable approach for varying academic scenarios.
This study aims to fill this gap by systematically analyzing the impact of these learning methods
on academic performance, offering actionable insights for students and educators. Given the
increasing emphasis on personalized education and collaborative skills in modern schooling, this
research is urgently needed to inform decisions and optimize learning strategies in the IT
education domain.

Objective

This study aims to explore the effectiveness of group study and personal learning among
first-year IT students. The first set of research questions focuses on group study, examining
aspects such as collaborative interaction, task distribution, engagement level, peer teaching, and
problem-solving skills. These questions seek to understand how well students collaborate, divide
tasks, stay engaged, and leverage peer teaching and collective problem-solving to enhance their
learning experience. The second set evaluates personal learning, addressing time management,
self-directed learning, material retention, note-taking skills, and critical thinking. The purpose of
these questions is to assess how effectively students manage their time, take initiative in their
learning, retain technical knowledge, and apply critical thinking. The study also investigates the
potential relationship between group study and personal learning, aiming to understand how
these two approaches interact and contribute to overall academic success. By exploring these
dynamics, the research examines how both learning strategies can complement each other to
enhance student performance and skill development. Moreover, this research aligns with
Sustainable Development Goal 4 (Quality Education), which emphasizes inclusive, equitable,
and high-quality education. By exploring diverse learning methods such as collaboration,
problem-solving, and self-management, the study promotes better student outcomes and supports
lifelong learning. It also contributes to SDG 4.7, fostering understanding and global citizenship
through peer teaching and collaboration. Additionally, by developing critical skills like time
management and critical thinking, the study supports SDG 8 (Decent Work and Economic
Growth), preparing students for professional success. Ultimately, the research supports quality
education and equips students with the skills necessary for innovation and growth, thereby
contributing to SDG 9 (Industry, Innovation, and Infrastructure).

Significance of the Study

The significance of this study lies in its potential to enhance educational strategies that
are pivotal in preparing students for the challenges of the modern world. By examining the
effectiveness of group study and personal learning among first-year IT students, this research can
offer valuable insights into optimizing learning methods in diverse educational contexts. The
findings of this study will be beneficial not only to educators and students in the IT field but also
to the broader educational community, as it addresses universal challenges in education—
collaboration, engagement, self-directed learning, and the balance between individual and
collective efforts. Globally, the results of this study can inform teaching practices and
educational policies, guiding institutions on how to best implement and support active learning
strategies that cater to both individual and collaborative needs. Universities and academic
institutions can benefit from these insights by refining their curriculum to encourage more
effective learning environments and support for students, particularly in fields like Information
Technology where technical and problem-solving skills are paramount. Moreover, the research
will help institutions design targeted interventions to minimize the challenges associated with
both group study (e.g., distractions) and personal learning (e.g., procrastination and isolation),
thus improving overall academic performance.

Theory Base

The effectiveness of group study can be explained through several key theories. Social
Interdependence Theory, proposed by Johnson and Johnson (1999), emphasizes that individuals
within a group are interdependent, meaning their success is linked to the success of others. This
theory highlights the importance of positive interdependence, where individuals believe they can
only achieve their goals if the entire group succeeds. Such a dynamic fosters cooperation,
collaboration, and mutual support, which can enhance learning outcomes. Similarly, Cognitive
Elaboration Theory, developed by Webb (1989), underscores the cognitive benefits of group
interactions. This theory posits that group discussions prompt students to elaborate on their
understanding of material and confront alternative viewpoints, deepening their comprehension
and improving critical thinking. The process of cognitive elaboration, facilitated by active
engagement and dialogue, plays a key role in the effectiveness of group study.In contrast,
personal learning is underpinned by different theoretical frameworks. Experiential Learning
Theory (ELT), proposed by Kolb (1984), views learning as a cyclical process that includes
concrete experience, reflective observation, abstract conceptualization, and active
experimentation. Personal learning, which often involves individual reflection and
experimentation, aligns closely with this theory, as it allows students to connect their personal
experiences to broader concepts and explore different strategies to achieve learning goals.
Additionally, Self-Determination Theory (SDT), developed by Deci and Ryan (1985),
emphasizes the role of motivation in learning. It asserts that when individuals' psychological
needs for autonomy, competence, and relatedness are met, they are more likely to be intrinsically
motivated and engaged. Personal learning facilitates this by giving students the autonomy to
manage their learning process, leading to enhanced motivation and a greater sense of satisfaction
in their educational journey. Together, these theories provide a robust understanding of how both
group study and personal learning contribute to academic success, highlighting the importance of
interaction, motivation, and reflection in the learning process.