THE EFFECTS OF

COOPERATIVE LEARNING TO
SELF-ESTEEM
AND ACADEMIC
PERFORMANCE OF SENIOR
HIGH
SCHOOL STUDENT OF DEIHS
 BACKGROUND OF THE STUDY

• The arrival of the coronavirus, which shook the world and swiftly turned into
a worldwide upheaval, making 2020 the year that human life in the world
underwent a complete transformation.

• Education has been impacted, as have all other areas. Schools, which serve as
community hubs, unavoidably become a significantly affected area that needs
to adjust to this pandemic (Silalahi & Hutauruk. 2020).
 BACKGROUND OF THE STUDY
• Cooperative learning involves students working together to learn ,
sharing ideas, and taking ownership of both and their individual group
learning objectives. (Slavin 1995)

• In today’s generation, teachers are very much aware of the different

techniques and strategies to be used in any subjects to ensure the
learning of the students. With all of these, would that be enough for the
students to perform well in school? To have self-esteem?
 BACKGROUND OF THE STUDY
• Since teachers nowadays can’t be able to have one-on-one session with the
students, cooperative learning are being implemented. Birt (2021) stated that
cooperative learning happens when students work in small groups to achieve
a common goal.

• The goals of cooperative learning are to enhance learners' learning and to

develop their social skills like decision-making, conflict management and
communication skills (Eslamian, Aref & Aref, 2012).

• Cooperative learning can positively impact all learners whether they are low-
achievers, high-achievers, or have learning disabilities (Kent et al., 2015;
Sangeeta & Sunita, 2019).
 STATEMENT OF THE PROBLEM
1. What is the demographic profile of the respondents in terms of
a. age
b. sex
c. year level?
2. What is the level of effectivity of group activities to the participants' self
esteem?
3. What is the level of effectivity of group activities to the participants'
academic performance?
4. What is the significant relationship of self esteem and academic performance
 RESEARCH HYPOTHESIS
• There is positive and meaningful relationships between self-esteem and
academic performance.

• There is significant differences in the level of academic performance

between boys and girls.

• There significant difference existed in the levels of self esteem between

boys and girls.
 RESEARCH DESIGN

This study is a quantitative research design using quasi-experimental

method since set of questions was given to senior high school students to
identify the effectiveness of cooperative learning to their self-esteem and
academic performance.
 POPULATION AND SAMPLE
Stratified Random Sampling

Number Equal Allocation Proportional

Specialization of Students Allocational

Grade 11 616 145 171

Grade 12 430 145 119

Total (N) 1, 046 n= 290 n= 290

 DATA GATHERING INSTRUMENTS
The researchers utilized a Survey Questionnaire as a data collection
instrument for gathering information from grade 11 and grade 12 senior
high school students at Dasmariñas East Integrated High School (DEIHS).

Dear Respondent: Engaging in group activities has positively

impacted my academic grades.
We, seniors from HUMSS 12-5 of Dasmarinas East Integrated Group activities have provided a platform
High School are conducting study entitled “The Effect of for sharing knowledge and learning from
Cooperative Learning to Self-Esteem and Academic peers.
Performance of Senior High Student of DEİHS”, as a
requirement in Inquiries, Investigations and Immersion. Statement 1 2 3 4 5
I have a positive perception of myself and
In line with this, we would like to request you to be one of our my abilities.
respondents in our research. We hope you can help us by I believe in my capacity to succeed
academically.
answering the instrument provided below.
My self-esteem affects my motivation to
perform well academically.
Thank you very much!
I feel confident in my academic abilities.
I value my academic achievements and
they contribute to my self-worth.
Section: Personal Information
Name (Optional): _______________________
What is your average grade for 3rd Quarter?
Grade & Strand: ________________________
 90-100 (Outsatnding)
Gender: _______________________________
 85-89 (Very Satisfactory)
 80-84 (Satisfactory)
Section 2. Additional Information
 75-79 (Fairly Satisfactory)
Instructions: Please read the following questions and put a
check mark on your answer.  Below 70 (Did Not Meet Expectations)
1. How would you rate your overall self-esteem?
 Very low Section 4: Reflection and Feedback
 Low Instructions: Answer the following questions based on your
 Average own opinion and perspective.
 High 1. Can you briefly describe a specific group activity that
 Very high had a significant impact on your academic
2. Have you participated in group activities related to performance? (Optional)
academics before? ___________________________________________
 Yes 2. In your opinion, what specific factors contribute to
 No the effectiveness of group activities in improving
3. How frequently do you engage in academic group academic performance? (Optional)
activities? ___________________________________________
 Rarely 3. Is there anything else you would like to share about
 Occasionally the impact of group activities on your academic
 Regularly
performance? (Optional)
 Very frequently
__________________________________________
4. How do you perceive the relationship between your
Section 3. : Academic Performance Assessment
self-esteem and your academic performance? Please
Instructions: Rate the following statement by putting check
mark next to the answer that represented by the scale below. explain. (Optional)
___________________________________________
1 – Strongly Disagree
2 – Disagree 5. In your experience, how has your self-esteem
3 – Neutral affected your motivation to excel academically?
4 – Agree (Optional)
5 – Strongly Agree ___________________________________________
6. Have you noticed any specific strategies or activities
Statement 1 2 3 4 5
Group activities have helped me that have helped boost your self-esteem and, in turn,
understand complex academic concepts improved your academic performance? (Optional)
better. ___________________________________________
Participating in group activities has
improved my problem-solving skills.
Group activities have enhanced my ability
to work collaboratively with others.
 DATA ANALYSIS METHODS
• To collect data, the researchers employed survey questionnaires.

• A total of two hundred ninety (290) survey questionnaires were distributed

and collected from senior high school students at Dasmarinas East
Integrated High School (DEIHS).

• The survey questionnaires were divided into sections and strands

corresponding to the participants' academic levels.

• Upon data collection, the researchers entered the 290 survey questionnaires
into a Google Form survey website for data compilation.
 PRESENTATION OF RESULTS,
ANALYSIS, AND DISCUSSION

59.7 % percent of respondents are male and 37.9% percent are

female
 CONCLUSION
• One of the significant benefits of cooperative learning is its ability to
promote positive self-esteem in students. Working collaboratively allows
students to develop a sense of belonging, as they actively contribute to
group discussions, share ideas, and collaborate on tasks.

• Through collaborative activities and group projects, students are

exposed to diverse perspectives, different learning styles, and a range of
problem-solving approaches.
 CONCLUSION
• In addition to its impact on self-esteem and academic performance,
cooperative learning also cultivates important social and
interpersonal skills.

• Within a cooperative learning setting, students develop effective

communication skills, learn to work collaboratively in diverse
teams, and acquire conflict resolution and problem-solving abilities.
 RECOMMENDATIONS
Group Formation: Carefully consider how groups are formed to ensure
diversity in terms of abilities, interests, and personalities. Mixed-ability
groups can provide opportunities for peer support and learning from one
another.
Clear Goals and Roles: Clearly communicate the learning objectives and
individual roles within the group. This helps students understand their
responsibilities and encourages active participation.
Positive Interdependence: Create tasks that require group members to rely
on one another to achieve a common goal. This fosters a sense of
interdependence and encourages cooperation rather than competition.