Action-research-rosemarie-g.-macapagal (1).docx

Effectiveness of Collaborative Group Work on Araling Panlipunan to Class Performance of selected Grade 11 Students of Birbira High School School Year 2016-2017

An Action Research Proposal

Prepared By:

ROSEMARIE G. MACAPAGAL Teacher II Birbira High School

RATIONALE

INTRODUCTION In the past years of my teaching, I found out that my class was to be more teacher-led than student-led. I always wanted to change that but I was frightened to give up too much control in the classroom. I handle students with different experiences and abilities. I took it upon myself to help the students who had lowest performance during class, and because of this, often the other students did not get the guidance they needed. There is much pressure as a teacher to make sure all students are succeeding academically, and frequently I am not able to meet all 25 students’ needs in a class period and find that students who are struggling quickly learn to dislike the subject matter.

Another problem I experienced in my classroom was homework completion. It had been my practice to give homework on Monday-Thursday for lesson followed up. I hope these assignments will help the students know what would be the questions they need to ask on the next day before I present the next lesson. However, many students did not even look at their assignments. There could be the possible reasons for this. Maybe my students did not understand the discussion so they fail to comply or maybe they were simply unmotivated.

Perhaps students did not see the importance of

homework or assignments.

With these problems in my everyday teaching, I want to do something to help not only the struggling students but also incorporate new practices into my classroom that are beneficial to the academics and social attitudes of all my students. Therefore, I

decided to propose a study of the effectiveness of collaborative group work on Araling Panlipunan as a teaching strategy and to seek out its correlation to students’ class performance.

Conceptual Framework: A discussion of collaborative learning in general is one that consumes volumes of writing because of the quantitative, evidence-based trend in higher education. One focus of this proposal will be on understanding how students benefit academically or how their academic achievement may have impact by assessing collaborative group work approach. Yet, the best strategy/approach is still unknown. The intention of this study is to frame out the discussion of collaborative group work and the evaluation of the literature with these concepts and to employ these perspectives in a critical analysis of evidence.

THE PARADIGM OF THE STUDY INPUT 1. Personal Profile 1.1. Age 1.2. Gender 1.3.Religion 2. Academic Performance in Araling Panlipunan 3. Collaborative Group Work on Class Performance

PROCESS

OUTPUT

1. Survey Questionnaire 2. Statistical Tools o Percentage o Frequency counts o Weighted mean o Chi-square Figure 1. The Paradigm of the study

Increased Academic Performance in Araling Panlipunan through the Collaborative Group Work of Selected Grade 11 students of Birbira High School, S.Y. 2016-2017.

Specified in the INPUT variables are the personal profile of the students-respondent, the academic performance of the students in Araling Panlipunan and the Collaborative Group Work Approach. In the PROCESS, as revealed in the second frame conveys procedure that researchers will utilize in order to gather information such as survey questionnaire the statistical treatment for descriptive and inferential statistics. In the research study, the OUTPUT would be the increased Academic Performance in Araling Panlipunan through the Collaborative Group Work Approach of the selected Grade 11 students of Birbira High School

Statement of the Problem:

This study will focus on the effectiveness of collaborative group work in Araling Panlipunan to the Academic Performance of selected Grade 11 students of Birbira High School of the school year 2016-2017. Specifically, it answers the following questions:

1. How the profile of the student be described as to:

A. Age

c. Religion

B. Gender

2. What is the academic performance of the students with regards to the subject Araling Panlipunan? 3. Is there a significant difference between the Academic performance of the students in Araling Panlipunan using the collaborative group work

in the

academic performance of students who are not using the collaborative group work?

Hypothesis: Null Hypothesis:

1. There is no significant difference in the Academic Performance of Araling Panlipunan students when grouped according to profile variables. 2. There is no significant difference between the academic performance of the students in Araling Panlipunan using the collaborative group work

in

the

academic performance of students who are not using the collaborative group work in Araling Panlipunan subject.

The Scope and Delimitation:

This study will be conducted to determine the effectiveness of Collaborative Group Work Approach in teaching to the students. The study will be limited only to the Grade 11 students of Birbira High School in Camiling, Tarlac during the school year 2016-2017. This study will look into the positive/negative effects of Collaborative Group Work Approach.

Significance of the Study:

This study, once found successful and effective, will be envisioned to benefit the following:

The students- That they would be aware of the positive effects of Collaborative Group

Work

on

the

difficulties

of

Araling

Panlipunan

subject.

The teachers- That they would adapt this approach and to even improvise modern strategies/methods in teaching.

The school- That they continue to provide technical assistance to make Collaborative Group Work Approach in Araling Panlipunan is effective and possible.

REVIEW OF RELATED LITERATURE Teachers are constantly searching for new strategies to meet all learners’ needs, and collaborative learning is one strategy that can be considered. Researchers and co-directors of The Cooperative Learning Center at the University of Minnesota, Dr. Roger Johnson and Dr. David Johnson, along with their research partner Mary Beth Stanne (2000), define collaborative learning as “when students work together to accomplish shared learning goals. Each student can then achieve his or her learning goal if the other group members achieve theirs” (para. 1). Three theme found in the literature regarding collaborative learning include the academic, social, and implementation benefits of collaborative learning. ACADEMIC BENEFITS OF COLLABORATIVE LEARNING Most of the research regarding collaborative learning method is concerned with

how it benefits all students academically. Stevens and Slavin (1995) carried out a whole-school, two-year study using the collaborative elementary school model. Key components to their research included utilizing collaborative learning in a variety of content areas, mainstreaming academic struggles, and teachers planning cooperatively. They found that “collaborative learning can be the primary mode of instruction” and “can be effective in producing higher student achievement” (p. 341). Results from the study also showed improvement for learning-disabled students mainstreamed into classrooms utilizing collaborative learning. Ma (1996) also found that the majority of 182 high school students in China benefited they were allowed to build their own teams to work on similar collaborative group work in preparation for a standardized test. “Middle- and low-achieving students benefited significantly from collaborative group work and made considerable progress in the subject when they were in teams of high ability” (p. 384). While Ma (1996) found that “high achievers did not (benefit) although they still maintained their top position in mathematics achievement” (p. 385. Stevens and Slavin (1995) found that “well-structured collaborative learning is not detrimental to the achievement of gifted students and, in fact, can produce significant and substantial positive effects on gifted students’ achievement” (p. 345). In a review of the literature around collaborative learning, Slavin (1996) found that 63% of the studies he looked at found “significantly greater achievement in

collaborative than in control classes” and “collaborative learning methods generally work equally well for all types of students” (p. 203). Overall, research shows positive academic gains for all types of learners in collaborative learning settings. SOCIAL BENEFITS OF COLLABORATIVE LEARNING Kutnick, Blatchford, Clark, MacIntyre, and Baines (2005) completed a qualitative study of 20 secondary teachers from six schools and found that many of them did not think about the positive social interactions between students but thought more about classroom control. Stevens and Slavin (1995) showed working with peers has positive effects on all involved in collaborative learning: Unlike typical classroom instruction, during which students tend to have only casual and rather superficial contact, collaborative learning processes have students working together to achieve a common goal. This produces more meaningful interactions between the students and a sense of positive interdependence. As these work groups change over time, the students collaborate with a variety of students in the class, leading to better peer relations in the class and an increase in students’ friendships. (p. 342). IMPLEMENTING COLLABORATIVE LEARNING While the above research suggested many benefits from implementing

collaborative learning, there were still many factors to consider, including group size, group members (heterogenous or homogeneous), group tasks, organization, and group expectations. There are several models of collaborative learning including Slavin’s Student Team Learning, Student Teams-Achievement Divisions (STAD), TeamsGames-Tournament (TGT), Elliot Aronson’s Jigsaw, Johnson and Johnson’s Learning Together, Coehn’s Complex Instructions, and Kagan’s Cooperative Learning. As Johnson, Johnson, and Stanne (2000) suggest, “Almost any teacher can find a way to use collaborative learning that is congruent with his or her philosophies and practices” (para. 7). No matter what type of collaborative learning a teacher chooses to implement, Johnson and Johnson (2007) suggest five basic elements that collaborative learning in the classroom must include: positive group interdependence, face-to-face interaction/ discussion, individual accountability, development of effective social skills, and communication about improving the group process (cited in Bassett, McWhirter, & Kitzmiller, 1999, p.46). Similarly, Slavin (1996) says that group goals and individual accountability must be present for cooperative learning to be successful. The task assigned a cooperative learning group is also important to consider. In a study of fourth, fifth, and sixth graders working on social problems in triads,

Yamaguchi (2001) focused on the types of tasks assigned to groups. Yamaguchi found that groups that had a mastery goal were more successful than those given a performance goal. “This study shows that the learning condition plays an important role in the emergence of leadership, dominance, and group effectiveness” (p. 692). CONCLUDING STATEMENT While there are many different views on the various methods used in collaborative

learning, it is evident that taking the time to utilize any method of

collaborative learning can have positive benefits to many students in the classroom. However, the best method is still unclear. Besides Slavin (1996), I did not find any other articles investigating how students viewed collaborative learning in the classroom or how it affected their beliefs regarding their own self-concept as a social students. One goal of my research is to see how students perceived collaborative learning and how their attitudes toward Araling Panlipunan changed while working cooperatively in the classroom. Ma’s study (1996) was the only research that addressed the use of collaborative learning in civics and social sciences. Her study took place in China, with high school students who all had a similar goal: to pass a standardized test. Unlike Ma, I wanted to use more structured groups instead of letting students work with anyone they chose. I

also wanted to know how cooperatively working on homework in the ninth grade classroom impacted student daily work completion, academic success, and selfconfidence. METHODOLOGY OF RESEARCH AND PROCEDURES Research Design: The descriptive method of research was utilized in the analysis of the level of academic performance of the students. (Calderon & Gonzales, 2007, p.61) defines descriptive research describes and interprets what is. It is concerned with conditions of relationships that exist; practices that prevail; beliefs; processes that are going on; effects that are being felt, or trends that are developing. The process of descriptive research goes beyond mere gathering and tabulation of data. It involves the elements or interpretation of the meaning or significance of what is described. Descriptive Research is used to obtain information concerning the current status of the phenomena to describe “what exists” with respect to variables or conditions in a situation. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables. , to

developmental studies which seek to determine changes overtime. (Key, 1997, pp.12) Respondents of the Study: The respondents of the study will be the Grade 11 students of Birbira High School at Birbira Camiling, Tarlac. Sampling Technique: A Simple random sampling will be utilized for the respondents of the study. Research Instrument: The questionnaire will be the main tool to be used in gathering the needed data. The researcher believed that this is the best known tool for collecting such information from someone through answer to a set of a questions designed to gather data which only the respondents on the activities themselves can supply. One questionnaire, Questionnaire #1, will be consisted of the profile of the respondents and the academic performance of the student in Mathematics during the first grading period of the school year 2016-2017. Another questionnaire, Questionnaire #2, will be used in assessing the students’ attitude towards Mathematics class. Lastly, informal interview will be conducted using the Questionnaire #3 to the

respondents for clarification of data and to supplement in the analysis of the data.

Statistical Treatment Data:

The data gathered from the questionnaire will be tabulated and the percentage will be utilized. For the percentage, the formula is: % = (f/n) x 100 Where: % = percentage f = frequency n = number of observation For the correlation of the academic performance of the students to the cooperative grouping working approach the total weighted frequency and weighted mean will be computed using this formula: 𝑾𝑴 =

𝑻𝑾𝑭 𝒏

Where: TWF = total weighted mean n= number of cases WM= weighted mean To test the hypothesis, the chi-square will be used 𝑋 2 =

Where:

𝑓𝑜−𝑓𝑒 2 𝑓𝑒

fo= obsereved values fe= expected values 𝑓𝑒 2 = the square of expected value 𝑋 2 = chi-square

Data Gathering Procedure: The researcher will ask the approval and permission of the School Head of TNHS to conduct this study. Questionnaires will be answered by the respondents before and after the experiment period. Interviews will also be done. QUESTIONNAIRE # 1

I.

PERSONAL PROFILE

DIRECTION: Please provide the following information either by filling the data or by putting a check () that corresponds to your response.

Name (optional):

Age:

13

15

17

19

14

16

18

20

Gender: Male

Female

21 above

Religion: Roman Catholic

II.

First

IglesianiCristo(INC)

Jehova’s Witnesses

Seventh

Born Again/Baptist Christian

Others (specify)

grading

grade

of

the

students

in

Mathematics:

Day

Average

Adventist

-

_____?

QUESTIONNAIRE # 2

Survey (Pre/Post)

Please rate yourself for math on the following scale

1

Not at all

2

Sometimes

3

About half the time

4

Most of the time

5

All of the time

1. _____ I enjoy Araling Panlipunan class.

2. _____ I feel I am good at Social Science.

3. _____ I enjoy working with others inAraling Panlipunan class.

4. _____ I understand Araling Panlipunan better when working with others.

5. _____ I am happy with my grades in Araling Panlipunan class.

6. _____ I get frustrated in Araling Panlipunan class.

7. _____ Araling Panlipunan practice assignments are difficult.

8. _____ I complete my daily Araling Panlipunan work on time.

9. _____ Araling Panlipunan daily work is easy for me.

10. ____ Araling Panlipunan tests are easy for me.

QUESTIONNAIRE # 3 Pre implementation Interview Questions: A: What do you like most about Araling Panlipunan class right now? B: What would you change about Araling Panlipunan class right now? C: What helps you learn the best in Araling Panlipunan class? D: How do you feel about work in small groups? E: How do you feel about the type and amount of daily practice work assigned? F: Do you like math? Why or why not? G: Do you feel you are good at math? Why or why not? H: What do you do if you get stuck on a math problem or don't understand something that was discussed in class? Middle Questions: A: What do you like most about Araling Panlipunan class right now? B: What would you change about Araling Panlipunan class right now? C: What is going well in your learning community? D: What is not going well in your learning community? E: How do you feel about the type and amount of daily practice work assigned? F: Do you like Araling Panlipunan? Why or why not? G: Do you feel you are good at Araling Panlipunan? Why or why not? H: What do you do if you get stuck on a math problem or don't understand something that was discussed in class?

I: Did you ask any of your learning community members a Araling Panlipunan question this week? What was it? Were they able to help you understand the concept? Why or why not? J: Did any of your learning community members ask you a Araling Panlipunan question this week? What was it? Were you able to help him or her understand the concept? Why or why not? End Questions: A: What do you like most about Araling Panlipunan class right now? B: What would you change about Araling Panlipunan class right now? C: What is going well in your learning community? D: What is not going well in your learning community? E: How do you feel about the type and amount of daily practice work assigned? F: Do you like Araling Panlipunan? Why or why not? G: Do you feel you are good at Araling Panlipunan? Why or why not? H: If you had a choice, would you continue learning communities? I: How did learning communities help or hurt your learning in Araling Panlipunan class? J: What do you do if you get stuck on a Araling Panlipunan problem or don't understand something that was discussed in class? K: Did you ask any of your learning community members a Araling Panlipunan question this week? What was it? Were they able to help you understand the concept? Why or why not? L: Did any of your learning community members ask you a Araling Panlipunan question this week? What was it?

Were you able to help him or her understand the concept? Why or why not?

REFERENCES Bar-Eli, N., Bar-Eli, M., Tenenbaum, G., & Forlin, C. (1998). The tutoring process and its manifestation in the classroom behaviour of tutors and tutees. British Educational Research Journal, 24(3), 283-300. Bassett, C, MrcWhirter, J., & Kitzmiller, K. (1999). Teacher implementation of cooperative learning groups. Contemporary Education, 71(7), 46-50. Cohen, Elizabeth G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35. Johnson, David W., Johnson, Roger T., & Stanne, M. B. (2000). Cooperative Learning Methods: A MetaAnalysis. Retrieved November 21, 2008 from http://www.co-operation.org/pages/cl-methods.html Kutnick, P., Blatchford, P, Clark, H., MacIntyre, H., & Baines, E. (2005). Teachers’ understandings of the relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research, 47(1), 1-24. Ma, X. (1996). The Effects of Cooperative Homework on Mathematics Achievement of Chinese High School Students. Educational Studies in Mathematics, 31(4), 379-387. Mueller, A., & Fleming, T. (2001). Cooperative learning: listening to how children work at school. Journal of Educational Research, 94(5), 259-265. National Council of Teachers of Mathematics. (2004). National council of teachers of mathematics. Retrieved on June 14, 2009, from http://www.nctm.org/ Slavin, R. (1996). Cooperative learning in middle and secondary schools. Clearing House, 69(4), 220-205. Stevens, R., & Slavin, R. (1995). The cooperative elementary school: effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.

Yamaguchi, R. (2001). Children’s learning groups: A study of emergent leadership, dominance, and group effectiveness. Small Group Research, 32(6), 671-697.

WORK PLAN TARGET

PERSONS

DATE

INVOLVED

ACTIVITIES

Aug 15, 2017

EXPECTED RESULT

School Head &

Inform the school head about the

Granted permission to

Teacher

action research to be undertaken

conduct the research

Teacher &

Orientation of the students

100% of the students will

Target students

regarding the action research

be aware of the research

Aug 17-19,

Teacher &

Interview through questionnaire

100% of the respondents

2017

Target students

Aug 22, 2017

Teacher &

Administering of Cooperative

100% of the respondents

Target students

Grouping Working Teaching

will be undergone the

Approach

GWT Approach

Interview through questionnaire

100% of the respondents

Aug 16, 2017

to Sept 23, 2017 Sept 26, 2017

Teacher &

will be interviewed

Target students Sept 27-29,

Teachers

will be interviewed Data Analysis and Interpretation

2017 Sept 30, 2017

Data gathered were analyzed and interpreted

School Head &

Submission of the Action

Submitted Action

Teacher

Research

Research

August 15, 2017 ANGEL M. VILLAMIN, Ed. D. Principal II Birbira High School Birbira, Camiling, Tarlac SIR, Greetings in the Name of the Lord! May I request for your approval to conduct an action research “Effectiveness of Collaborative Group Work on Araling Panlipunan to Class Performance of selected Grade 11 Students of Birbira High School School Year 2016-2017” In this regard the undersigned is asking for your approval to allow the distribution of the questionnaires to the respondents for the completion of the study. Rest assured any data or information that will be given shall be treated with utmost confidentiality.

Very truly yours,

ROSEMARIE G. MACAPAGAL Teacher II Researcher

July 28, 2017 ___________________________ ANGEL M. VILLAMIN, Ed. D. Principal II Birbira High School Sir: This is to respectfully submit my action research proposal entitled:

EFFECTIVENESS OF COLLABORATIVE GROUP WORK ON ARALING PANLIPUNAN TO CLASS PERFORMANCE OF SELECTED GRADE 11 STUDENTS OF BIRBIRA HIGH SCHOOL SCHOOL YEAR 2016-2017. For accepatance/approval. Name of Researcher: ROSEMARIE G. MACAPAGAL Position: TEACHER II Station/District: BIRBIRA HIGH SCHOOL

PROPOSAL ACCEPTANCE/APPROVAL This action research proposal of ROSEMARIE G. MACAPAGAL Name TEACHER I of Position

BIRBIRA HIGH SCHOOL,

CAMILING WEST

Station/School

District

ENTITLED: Effectiveness of Collaborative Group Work on Araling Panlipunan

to Class Performance of selected Grade 11 Students of Birbira High School School Year 2016-2017 Is hereby accepted. RECOMMENDING APPROVAL: Accepted for implementation on _________________________.