COOPERATIVE LEARNING OF THE TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

GRADE 11 SENIOR HIGH SCHOOL STEM STUDENTS ON THE ASPECT OF

IMPROVEMENT TOWARDS GENERAL MATHEMATICS

A Research Submitted
in Partial Fulfillment of the Requirements for the Course
Practical Research 2

By:
Cabuloy, Benjamin
Coronel, Jerald
De Jesus, Edward Joseph
Esternon, Kathleen Carol
Laserna, Ervin
Lerios, Christian
Tomolin, Hannah

Senior High School Department

Technological Institute of the Philippines
938 Aurora Boulevard, Cubao, Quezon City

September 2017
Cooperative Learning of Students in General Mathematics 1

CHAPTER I

INTRODUCTION

This chapter presents the background of the study followed by the statement of the

problem. The scope and delimitation, and the significance of the study are also stated.

Background of the Study

“Cooperative learning offers a pleasant learning situation for all students, all students

have equal opportunity, competition is amended as friendship, the spirit of cooperation and

participation is reinforced, and all students are entitled to be thoughtful and creative” (Laguador,

2014). It is a method of teaching were in students work as a team on an assignment or projects

in which certain criteria are satisfied and to accomplish a common goal. Cooperative learning is

an approach that may give a better opportunity for the learners to grow and achieve the course

objectives as well as the student – outcomes.

General Mathematics has an important role especially to the students who are taking

science, technology, engineering, and mathematics (STEM). Poor academic performance has

been present to the other students in this subject. By studying cooperative learning as a help to

the students in this subject, the academic performance of them can be improve.

The main purpose of this study is to develop new approaches that aims to improve the

academic performance of the senior high school (SHS) students of the Technological Institutes

of the Philippines through the use of cooperative learning. As well as, obtain or achieve better

opportunities that can be acquired through cooperation.

Cooperative Learning of Students in General Mathematics 2

Statement of the Problem

This study aims to know if cooperative learning will enhance the senior high school

student's academic performance in general mathematics inside the Technological Institute of

the Philippines. Furthermore, the researchers ought to answer the following questions.

1. What is the difference between the pre – test and posttest achievement mean score of

1.1 Experimental group who went through cooperative learning

1.2 Control group who did not undergo cooperative learning.

2. Is there an improvement in the academic performance of the students in general

mathematics after implementing cooperative learning?

Significance of the Study

The Technological Institute of the Philippines is an institutional school that is known for

its capability in teaching mathematical related courses. Through it is capable of teaching math

subjects it is also one of the most difficult subject that a student can encounter especially to

those who are new to the field of higher level mathematics. For senior high school students,

listening to computations and solving math problems are out of their league, therefore make

them uninterested.

The study could help determine the effectiveness of cooperative learning in studying

general mathematics. The results of the study can be beneficial to the following:

Administrator: the results of the study can recommend a new curriculum in which the

student can cooperate more with each other where it can improve their thinking skills by giving

their own ideas and sharing knowledge. They can also encourage the teachers to do more

group activities in any subjects for the students development.

Students: the study can help them to give more importance to group activities where

they can learn new and different things from one another. They can also build up their
Cooperative Learning of Students in General Mathematics 3

confidence and competency with the help of cooperative learning. This cooperative learning

technique is usable for those who will choose the field of teaching.

Mathematics teacher: this study can guide the teachers on how to teach general

mathematics without difficulties for the students and for it to be effective with the avoidance of

being confuse. It may also improve the way of doing activities inside the classroom.

Scope and Delimitation

This study only focuses in cooperative learning and limit the study to 80 STEM grade

11 senior high school students (P.M session only) as a help to improve their academic

performance in general mathematics. The respondents are enrolled in the first semester of

school year 2017 – 2018 in Technological Institute of the Philippines, Quezon city. First 60

students will be assigned as a experimental group to implement cooperative learning while the

other 60 students will be a part of control group liable in traditional teaching method.

The researchers will use experimental research, pre – test and posttest control group

design. They will give pre – test and posttest to gather the results of the respondents. After

giving it to the respondents, the researchers will compare the difference of the results between

the pre – test and 2 posttest, and know if cooperative learning helps the students improve their

academic performance in General mathematics. Other ways of collecting data such as

interviews and survey will not be included.

Cooperative Learning of Students in General Mathematics 4

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies about cooperative

learning and its help to the academic performance of the students. Conceptual and theoretical

framework, and definition of terms are also stated.

Local Literature / Studies

According to Laguador (2014) cooperative learning was a great tool to improve the

student achievement in any classroom, “the term cooperative learning refers to students

working in teams on an assignment or project under conditions in which certain criteria are

satisfied”. This also develop tolerance and acceptance of the student that improves quality in

society. Researchers have shown that cooperative learning strategies can be utilized to

promote a deeper understanding in a certain subject. Through this learning strategy, academic

performance of the student will have improvement.

"Cooperative learning is the instructional use of small groups through which students

work together to maximize their own and each others learning” (Manlunas, 2006). Cooperative

learning is a strategy that would help to improve students learning, and those students who

used cooperative learning got a better result than the other students who were using the

traditional teaching strategy. In his study, there was a big improvement in the academic

performance of the student who went through cooperative learning. Through cooperative

learning, students will have fun and excitement doing every task with the help of each member

by studying the notes together.

Cooperative learning offers a pleasant learning situation for all students. This learning

strategy will motivate students who have low performance inside the classroom with the help of

high performing students. Through cooperative learning, it can be utilized to improve and
Cooperative Learning of Students in General Mathematics 5

promote higher student achievement. This strategy can also creates a future leaders where

there is commitment to serve the group. It is an additional experience that may build up their

leadership skills.

Grouping students together with different capability, has a possibility to improve the

performance of the students who are under – achievers. Collaborating among the group

members can also improve the skills of the students in communication not just the academic

performance, building up confidence of the other students to study and participate in school

activities.

Foreign Literature / Studies

According to Tran (2014) students who undergo through cooperative learning will have

a greater possibility to understand the lesson wisely with the help of the teacher and the

student. In cooperative learning, teacher will organize students into small groups, which then

students are required to work together as a team to achieved the rubric of the task given by the

teacher. It has a big difference to individual learning strategy, it requires students to work as a

team. Due to this collaboration, those students who have a low performance in academic have

a chance to cope up the lesson. In this situation students achieved greater academic, social,

psychological benefits specifically in cooperative learning. It improves students academic

performance.

Dee Castle Jr. (2014) states cooperative learning helps to maximize the learning

potential of each student. It creates teamwork which may lead into motivation and cognitive

skills. Cooperative learning benefit the students may learn better when they collaborated

together. Another advantage is that it allows the students for simultaneous teaching. For,

example: those high achieving students may assist the low achieving students, resulting a

better knowledge in the certain topic.

Cooperative Learning of Students in General Mathematics 6

Adams (2013) said that cooperative learning strategy have been implemented in

classroom for decades. It is a learning situation where two or more students are working and

collaborating to each other to complete a certain task. Proven that, cooperative learning is an

effective way to increase every students' academic performance. Cooperative learning is a

successful teaching strategy in which small groups contains students with different levels of

ability, use in variety of learning activities to improve their understanding in a subject.

Cooperative learning is a strategy where two or more students is collaborating and

sharing idea together. This preferred learning strategy may lead to the development of the two

student: high achieving and low achieving student, by helping each other to learn a certain

topic. This can make every students excel more when they are into cooperative learning as

they interact facts about with the other student. Cooperative learning is a successful teaching

strategy in which small groups contains students with different levels of ability, use in variety of

learning activities to improve their understanding in a subject.

Improving the academic performance the primary benefit in cooperative learning.

Through sharing and collaborating with the other student forms new idea that may help the

both students. Academic performance is not the only thing that can be enhance through

cooperative learning. Another advantage is that it allows the students for teaching. For,

example: those high achieving students may assist the low achieving students, resulting a

better knowledge in the certain topic.

Cooperative Learning of Students in General Mathematics 7

Conceptual Framework

Figure 1: Research Paradigm

The input shows the preparations of the researchers before implementing the

cooperative learning in the classroom. Pre – test questionnaires will be given to the students

before the development of the lessons to know their current academic performance. The

researchers will then determine the group size and assign students in each group. They will

also assign tasks in every group.

After implementing, the researchers will give post – test questionnaires to the students.

The researchers will compare the results of the pre – test and post – test questionnaires,

determine if there is an improvement in the academic performance of the students in General

Mathematics, and conclude if cooperative learning can improve the academic performance of

the students in the Technological Institute of the Philippines.

Cooperative Learning of Students in General Mathematics 8

Theoretical Framework

After the preparations, the cooperative learning will be implemented. The

implementation of cooperative learning is related to four theories, as shown in Figure 1.

Vygotsky's Cognitive – developmental theory (1978) states that individual mental functions and

accomplishments are socially constructed in interpersonal relationships. Unless people work

cooperatively, they will not grow intellectually. Social cognitive theory views cooperation as the

shared belief of group members in their collective power to produce desired results (Bandura,

2000). An extension of this theory is Suchman's situated cognition theory (1987) which tells that

the cognitive activity of students is being influenced by both physical and social environment.

The Behavioral – Learning Theory of Bandura (1977) assumes that individual most likely work

harder on the tasks which has reward than the tasks which has no reward. Because of the

assumption that individual might not help their group mates, cooperative efforts are designed to

provide incentives for all the members to participate in the activity. Lastly, according to Johnson

and Johnson (1989), social interdependence exists when individuals share a common goal and

the outcomes of each individual is affected by the actions of the others.

Definition of terms

Cooperative Learning – this is a teaching method where in students collaborate as a team to

reach a common goal.

Traditional teaching method – the traditional teaching style where the teacher discuss while

the students listen.

Cooperative Learning of Students in General Mathematics 9

CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the type of research design used, the sample and the sampling

technique, the research instruments, the procedures that the researchers used to gather and

analyze the data, and the transcripts and matrices.

Research design

This study made use of Experimental Research Design known as pre – test and post –

test control group design. This research design involves two groups: experimental and control

groups. The experimental group underwent the treatment of cooperative learning while the

control group is liable to traditional teaching method. The experimental and control groups were

given pre – test, used different treatment and then given post – test at the end of the study

period. The design is better conceptualize with the use of the following:

Table 1: Pre – test and posttest control group design

Pre – test Treatment Post – test

Experimental group EO1 X EO3

Control group CO3 Y CO4

Where E is the process for the experimental group

C is the process for the control group

O1 and O2 are two evaluation of the experimental group

O3 and O4 are two evaluation of the control group

X is the treatment of cooperative learning

Y is the treatment of traditional learning method

Cooperative Learning of Students in General Mathematics 10

Research Locale

The respondents of this study were the selected 80 grade 11 Senior High School

students of Technological Institutes of the Philippines located at Cubao, Quezon City enrolled in

the school year 2017 – 2018. All of the students involved in this research as respondents were

PM shift.

Research Instrumentation

The researchers used pre – test and post – test questionnaires as their research

instruments. The questionnaire were created by the researchers and were validated by three

(3) General Mathematics teachers. Pre – test and post – test were used to determine if there is

an improvement in the academic performance of the students in General Mathematics after

implementing cooperative learning. The questionnaire was originally a 30 – item test that will be

answered through multiple choice. The questions included were about future value of ordinary

annuity and annuity due. The researchers provided the questionnaire that will be answered by

the respondents.

Data Collection Procedure

For the outcome of the research, pre – tests and post tests were used. Pre – tests will

be given to the experimental and control group before the execution of the different methods

that will be used to each group. It is used to measure the amount of knowledge of the students

about the topic. Post – tests are going to identify the result of both groups who undergo

different teaching methods, the traditional and the cooperative learning. It will also determine

the changes in the students’ academic performance after the implementation of both method.

These tests are needed to accomplish the goal of the study, it will determine the changes that
Cooperative Learning of Students in General Mathematics 11

was made by both method that was used in teaching by comparing the pre – tests and

posttests results. The students’ scores will be the requirement for this study, so gathering data

using these questionnaires is important.

The questionnaires was administered to STEMA16, the experimental group, and

STEMB8, the control group. The respondents of the study were 80 Grade 11 STEM students of

the Technological Institute of the Philippines Quezon City. Pre-test questionnaires were given to

both experimental and control group. The General Mathematics teacher will apply the

cooperative learning to the experimental group and traditional teaching method to the control

group. After which, post-test questionnaires were given to the respondents.

Statistical Treatment

1. To determine whether or not learning took place, the difference between the pre – test

and 2 post test mean scores of the respondents of each group were regain, and if

there was a difference in the performance of the respondents.

Mean formula is used:

Where:

= mean or average score

= summation of all the values

= number of respondents
Cooperative Learning of Students in General Mathematics 12

2. The standard deviation was used to determine the homogeneity of scatters of the

scores of the two group

Where:

= standard deviation

= mean or average score

= items / scores

= number of respondents

3. The T – test treatment would explain the level of the significance of the null hypothesis;

it will also be the guide to know whether it is accept or reject. T – test formula was

used:

difference between means

independent sample
variance
sample size.

dependent sample

Where:

= mean of the experimental group

= mean of the control group

= variance of the experimental group

Cooperative Learning of Students in General Mathematics 13

= variance of the control group

= number of respondents for experimental group

= number of respondents for control group

= standard deviation

= number of respondents

4. critical t – value the one tailed test shall be used at 0.05 level of significance

5. test statistics: correlated t – test

Cooperative Learning of Students in General Mathematics 14

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered to answer each specific problems of the study

with the results of the statistical treatment on the data analyzed and interpreted.

Differences in academic achievement before and after implementing the treatment in

experimental group.

Table 2: Statistical results of the t – test on the achievement scores for the experimental group

Student Pre – test Post test Difference

1 6 14 8
2 3 20 17
3 7 18 11
4 9 20 11
5 3 18 15
6 5 18 13
7 10 16 6
8 4 6 2
9 5 16 11
10 3 20 17
11 8 17 11
12 8 17 9
13 7 13 6
14 2 20 18
15 7 15 8
16 6 15 9
17 3 18 15
18 8 20 12
19 8 20 12
20 8 20 12
21 10 17 7
22 7 18 11
23 6 16 10
Cooperative Learning of Students in General Mathematics 15

Student Pre – test Post test Difference

24 6 18 12
25 7 20 13
26 4 18 14
27 9 20 11
28 6 20 14
29 6 18 14
30 9 20 11
31 10 20 10
32 9 18 9
33 8 20 12
34 5 18 13
35 6 20 14
36 7 20 13
37 5 18 13
38 2 20 18
39 7 20 13
40 7 20 13
Average or mean 6.4 18.05 11.65
Standard deviation 2.2 2.74 3.21
T-value = 1.684 DF = 39 M.E. = 0.05 T – test result = 22.8

Table 2 shows the differences between the pre – test and post test mean scores of the

experimental group. To solve for the t – test result the researchers use the dependent sample

formula.

The table presents a gain score of 11.65 from the mean score of the pre – test 6.4 and

the post test mean score of 18.05. Basing on the results, the treatment of cooperative learning

help the students to improve their academic performance and relationship with their fellow

students.

To find out whether there was a significant difference between the pre – test and post

test achievement mean scores of the experimental group, a test for dependent sample was
Cooperative Learning of Students in General Mathematics 16

used. First, subtract the pre – test to the post tet to get the difference, then add the results, find

the mean and standard deviation. Using the level of significance of 0.05, the computed t – test

is 22.8 with the critical value of 1.684.

Differences of the academic achievement mean scores of the pre test and post test of the

control group.

Table 3: Statistical results of the t – test on the achievement scores of the Control group

Student # Pre – test Post test Difference

1 3 9 6
2 3 11 8
3 2 11 9
4 2 7 5
5 2 12 10
6 5 12 7
7 5 15 10
8 5 13 8
9 3 15 12
10 4 10 6
11 4 14 10
12 4 11 7
13 3 14 11
14 7 18 11
15 4 11 7
16 1 9 8
17 0 9 9
18 6 11 5
19 1 10 9
20 2 10 8
21 2 7 5
22 2 12 10
23 5 16 11
24 4 14 10
Cooperative Learning of Students in General Mathematics 17

Student # Pre – test Post test Difference

25 4 16 12
26 6 17 11
27 5 10 5
28 7 17 10
29 2 10 8
30 2 11 9
31 2 13 11
32 4 12 8
33 4 10 6
34 3 10 7
35 5 16 11
36 5 13 8
37 1 7 6
38 1 9 8
39 0 3 3
40 0 4 4
Average 3.25 11.48 8.33
Standard deviation 1.86 3.35 2.30
t- value = 1.684 DF = 39 M.E = 0.05 T – test = 19.37

Table 3 presents the difference between the pre – test and post test achievement mean

scores of the control group and it exhibits the t – test results using the dependent sample.

The table presents a gain score of 8.33 from the mean score of the pre – test 3.25 and

the post test mean score of 11.48 by the control group. Basing on the results, even though the

students was not implemented by the cooperative learning, learning still takes place.

To find out whether there was a significant difference between the pre – test and post

test achievement mean scores of the experimental group, a test for dependent sample was

used. First, subtract the pre – test to the post test to get the difference, then add the results,

find the mean and standard deviation. Using the level of significance of 0.05, the computed t –

test is 19. 37 with the critical value of 1.684.

Cooperative Learning of Students in General Mathematics 18

Table 4: Statistical results of the t – test results between experimental and control group

Control Group Experimental Group

mean 11.475 18.05
Standard Deviation 3.35 2.74
Coefficient Variability 29.19% 15.18%
T – Value = 1.684 M.E. = 0.05 T – test result = 3.04

Table 3 exhibits the difference between the experimental group and control group. The

main purpose of this analysis was to identify the significant difference between the performance

of the two groups. Independent t – test sample was used to test the hypothesis.

Based on the post test mean score of experimental group which is 18.05, is higher

than the post test mean score of the control group which is 11.48.

The calculated t – test 3.04 at 0.05 level of significance, concluded that the null

hypothesis of the two groups were rejected.

Cooperative Learning of Students in General Mathematics 19

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, the corresponding conclusions, and the

recommendations in relation to the problem of our study.

Summary of findings

This study was conducted to determine if there was an improvement in the academic

performance of the grade 11 senior high school students using the cooperative learning method

in Technological Institute of the Philippines in the school year 2017 - 2018. The study is

experimental in nature, pretest control group design and cluster sampling technique was used

for gathering the data. The pre – test and post test questionnaire was used to gather the

needed data.

The first question aims to know if there is a difference between the pre – test post test

of the experimental group and control group. The null hypothesis of the experimental group

who undergo cooperative learning method was rejected. Using the level of significance level of

0.05 in dependent sample, the difference in the post test mean of 18.05 is significantly higher

than the pre – test mean score of 6.4 since the computed t – test result is 22.98 while the

critical t – value is 1.68. The null hypothesis of the control group which asserts that there is no

significant different between the pre – test and post test mean scores were rejected. The Post

test mean score of 11.48 was significantly higher than the pre – test mean score of 3.25 since

the computed t -test result is 19.37 and the critical t – value is 1.68.

The second question aims to know if there is an improvement in the performance of

the students in General mathematics after the implementation of the cooperative learning

method. In comparing the experimental group and control group, the null hypothesis that

asserts that there is no significant difference was rejected. The post test mean score of the
Cooperative Learning of Students in General Mathematics 20

experimental group is 18.05 is significantly higher than the post test mean score of the control

group which is 11.48.

Conclusion

After the implementation of the method in experimental group and calculating the data

gathered by the researchers, the following conclusions were shown towards the improvement

of academic performance of the students in subject General Mathematics using cooperative

learning:

1. The mean scores of pre test and post test of experimental group who went through

cooperative learning is higher than the control group who did not undergo the said

method.

2. Cooperative learning method can improve the academic performance of the students.

3. Implementing the method will surely help the students perform better on their activities.

Recommendation

Based on the findings, the following recommendation are made to

1. Since cooperative learning was found to be an effective teaching method to improve

the academic performance of the students, the teachers must use it often.

2. Teachers may use traditional teaching method in introduction of the lesson but use

cooperative learning strategy in seatwork or in the computations of the examples.

3. Encourage the students to always find a study partner in solving difficult problems.
Cooperative Learning of Students in General Mathematics 21

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