Collaborative Learning 1

The Effectiveness of Collaborative Learning as a Teaching Strategy

to Grade 11 Accountancy, Business and Management Students
In partial fulfilment of the requirements in Practical Research II

Mariane S. Dela Cruz

Eloisa L. Diaz
Judith T. Dinayugan
Erica D. Dio
Isha Mae C. Dogoen
Ashley Grace G. Domingo
Lezlie P. Dulawan

Karel P. Manzano
Research Adviser

February 2019
 Collaborative Learning 2

ABSTRACT
Collaborative learning is a teaching strategy used by teachers to help improve the students’
performance. It has been commonly used but its effectiveness is unknown. We conducted a survey
to identify level of effectiveness of collaborative learning in terms of academic performance to the
Grade 11 Accountancy, Business and Management Senior High School students of the University
of the Cordilleras. There are 562 grade 11 ABM students and 112 students were purposely chosen.
The researchers used a questionnaire with 10 items and has a four-point scale (1= strongly
disagree, 2= disagree, 3= agree and 4= strongly agree). The results showed that the level of
effectiveness of collaborative learning in terms of academic performance to grade 11 ABM
students is high. The male students in particular found collaborative learning to be more effective
than the female students.

KEYWORDS: Collaborative learning, effectiveness, academic performance, Accountancy,

Business and Management students
 Collaborative Learning 3

INTRODUCTION

Collaborative learning is an educational approach to teaching and obtaining knowledge

that involves groups of students working together to solve a problem, complete a task or create a
product (Laal, 2012). According to Gerlach, 1994 (as cited by McLaren 2014), it is also based on
the idea that learning is a naturally social act in which the participants talk among themselves.
Activities may differ considerably, but the focus is on the students’ exploration or application of
the course material, not simply the teacher’s presentation or explication of it (Smith and McGregor,
1992 as cited by Scheuerman, 2018). In collaborative learning, group effort is required and learners
accountable to each other’s social skills are improved, helping and sharing is expected, and there
is emphasis on process and product. In short, collaborative learning happens in groups of students
that is mentored by a teacher for the completion of tasks and responsibilities through unity and
cooperation. According to Srinivas (2011) the concept of collaborative learning, the grouping and
pairing of learners for the purpose of achieving a learning goal, has been widely researched- the
term “collaborative learning” refers to an instruction method in which learners at various
performance levels work together in a small groups toward a common goal.

Senior High School students refers to grade 11 and 12, the last two years of the K-12
program that the Department of Education has been has been implementing since 2012 (Formoso,
2016). The University of the Cordilleras, located in Governor Pack Road, Baguio City, is one of
the universities that offers senior high school program and is also an environment that satisfies the
students’ necessities for a productive learning experience.

Harvey (2014-18) defines effectiveness as the extent to which an activity fulfils its intended
purpose or function. Wojtczak (2002) defines effectiveness as a measure of the extent to which a
specific intervention, procedure, regimen, or service, when deployed in the field in routine
circumstances, does what it is intended to do for a specified population.

In general, collaborative learning talks about a learning strategy where teachers guide,
facilitate and mentor students by giving tasks for them to work as a group. It involves the
exchanging of ideas, thoughts and opinions through social interaction. It focuses on student’s
exploration or application of what they have learned from their lessons. It requires group effort
and active participation where the process on how to solve a problem and the following outcomes
are emphasized. The senior high school students of the University of the Cordilleras have been
applying collaborative learning through group activities. The senior high school students of the
University of the Cordilleras cooperate and work as a team to accomplish the activities or tasks
given to them by their teachers through efficient cooperation among themselves.

According to the study of Adams (2013), cooperative learning strategies will continue to be
utilized by educators. Student achievement and content literacy are paramount in a world of global
competition and educational reform driven groups in the United States. If teachers are going to use
cooperative learning strategies to increase student achievement and content literacy, teachers must
identify an effective cooperative learning strategy with attention to positive interdependence, face-
to-face interaction, individual accountability, group processing, and social skills. Teachers that
successfully incorporate the foundations of cooperative learning methods can expect a positive
effect on student achievement and content literacy. A series of studies conducted by Johnson and
 Collaborative Learning 4

Johnson as cited by Nerona (2017) have consistently reported that cooperation has favourable
effects on achievement and productivity, psychological health and self-esteem, inter-group
attitudes and attitudes toward learning. The study of Mow (2010) entitled “Effectiveness of
Collaborative learning in Teaching Information Systems” also stated that majority of the students
in Samoa viewed collaborative learning as an effective instructional strategy with positive effects
on problem solving, self-esteem, motivation and enjoyment. Group discussions gave the students
new perspectives on the subject area and brought up other valuable issues related to the topic under
discussion. Collaborative learning encourages the sharing of ideas and varying viewpoints through
discussions which led to a deeper understanding and analysis of a problem, task or concept as it
exposed the student to concepts they had not thought about before. It also emboldens discussion
of issues from various viewpoints enabling an in-depth probing of problem, task or concept.
In terms of group process, recent evidence strongly suggests that group collaboration, as
indexed by collective intelligence, is greatly improved by the presence of women in the group
(Woolley, Christopher, Chabris, Nada, & Thomas, 2010). According to the study of Takeda, S.
(2014) entitled, “The Effects of Gender on Group Work Process and Achievement: An Analysis
Through Self- and Peer-assessment”, male students were portrayed as uncommitted, representing
the social loafing problem. A number of studies suggest that women’s traits include agreeableness,
extraversion, solidarity display, understanding, helpfulness, selflessness, and nurturance, while
males tend to be self-assertive, controlling, aggressive, and dominant (Costa et al., 2001; Budaev,
1999; 12 Feingold, 1994; Eagly, 1987, as cited by Takeda, 2014). Moreover, Johnson and Smith
(1997) as cited by Takeda (2014) found that female students were rated higher than males on traits
such as effort, cooperation, and initiative that are desirable behaviour traits for group cohesiveness
leading to success.
According to the study of Gamit, Antolin and Gabriel (2017) that learners are more
comfortable in doing tasks with their peers to lessen their stressful feelings on solving different
problems and activities in Mathematics. Based on the researcher’s observation, group work
activities are highly effective in discovering the concepts of polynomials, as well as determining
the number of terms, the leading coefficient and the constant terms in polynomial through group
conversation. Using scaffolding learning materials, the learners practice their Mathematics skills
effectively that are pre-requisite on division of polynomials. The results show that the performance
of the students has a better improvement using cooperative learning method as teachers’
instructional strategy in teaching Mathematics. Based on the findings of their study, collaborative
helps the students to have a sufficient knowledge when it comes to basic Mathematics skills that
led them come across difficulties in solving math problems. The students’ positive perception on
Mathematics is a very important factor in order for them to become more attentive in class
discussion. Cooperative learning activities such as Group activities, peer tutoring/mentoring,
group games and problem solving activities help the learners understand the concept and gain long
term mastery skills in Mathematics. The cooperative learning method develops the Mathematics
skills and abilities of the students and improves their learning habits. Through cooperative learning
method, the students felt the positive attitudes toward mathematics.

According to Nerona (2017) of Saint Louis University, Baguio City, a study on

collaborative learning among engineering students confirmed that collaborative learning positively
influences student achievement. In this study, students’ reported use of collaborative learning
strategies and reported self-efficacy for learning course material showed positive correlation with
 Collaborative Learning 5

their course grade. In a study on effects of small-group learning on undergraduates in science,

technology, engineering and mathematics (STEM), results revealed that the main effect of small-
group learning on achievement, persistence and attitudes among undergraduates in STEM was
significant and positive. In this sense, it was proven that collaborative learning strategies are
instrumental in improving more significantly, the students’ achievement in the three courses.
Collaborative learning is an effective strategy in improving students’ achievement and attainment
of learning outcomes, regardless of the nature and content of the course. It was proven in this study
that collaborative learning is applicable not only in design or capstone courses, but even in general
engineering courses with varied content and expected student outcomes.

Statement of the Problem

1. What is the level of effectiveness of collaborative learning in terms of academic

performance to the Grade 11 Accountancy, Business and Management Senior High
School students of the University of the Cordilleras?
2. What is the difference between the level of effectiveness of collaborative learning when
compared according to gender?

a. There is no significant difference between the level of effectiveness of

collaborative learning when compared according to gender.

This study aims to help students to know how effective collaborative learning is to their
academic performances. The study will help develop and improve student performance and their
achievement outcomes. According to Van Boxtel, Van der Linden, and Kanselaar (2000),
collaborative learning activities help learners to find explanations of their understanding that
assists them elaborate and reorganize their knowledge. If the outcome of the study shows that
collaborative learning is effective, then the students of University of the Cordilleras will be
encouraged to engage themselves in collaborative learning. They will have a productive learning
experience in group activities that will help them to excel. This will also help the teachers in
planning on actions to improve the students’ academic performance. If the result shows that
collaborative learning is not effective, then teachers will be informed that it is better to give
individual tasks since it will be more effective in enhancing their academic performance.
 Collaborative Learning 6

METHODOLOGY

Research Design

The study used a quantitative research specifically, descriptive method. Quantitative

Research gathers data in a numerical form which can be put into categories, or in rank, or measured
in units of measurement. This type of data can be used to construct graphs and tables of raw data
according to McLeod (2017). The type of quantitative research employed is the Descriptive
Research design. Descriptive research design is a scientific method which involves observing and
describing the behavior of a subject without influencing it in any way. Descriptive research
design is a valid method for researching specific subjects and as a precursor to more quantitative
studies (Shuttleworth, 2008). This research design is the best for the study because it determines
the level of effectiveness of collaborative learning to Grade 11 ABM students.

Population and Locale of the Study

The population of this research was composed of Grade 11 ABM students in the University
of the Cordilleras. The participants of this study have been chosen through purposive sampling.
Purposive sampling is a non-probability sample that is selected based on characteristics of a
population and the objective of the study (Crossman, 2018). Gay and Dielh (1992) as cited by Hill
(1998) explained that for descriptive research the sample should be 10% of population but if the
population is small then 20% may be required. The population of Grade 11 ABM students is 562
and getting 20% of the total population will result to 112 respondents. Since most ABM sections
have fewer number of male students, we will purposively sample sections that has more male
students. This is to compare the difference in the level of effectiveness of collaborative learning
when grouped according to gender.

Data Gathering Tool

The researchers used a 10-item questionnaire for gathering data. The questionnaire was
designed with four-point scale (1= strongly disagree, 2= disagree, 3= agree and 4= strongly agree).
The instrument was adapted from the study of from the study of Atxurra, Gallego and Calvete
entitled Design and Validation of the Cooperative Learning Application Scale (CLAS).

Data Gathering Procedure

Permission was asked from the Academic Director, Ronaldo Pontanosa through a letter
for the researchers to begin gathering data that is needed for the study. To administer the data
gathering procedure, questionnaires was distributed to 8 sections of Grade 11 Accountancy,
Business and Management students. The researchers briefly explained the research topic and its
benefit as to why they should answer sincerely. After gathering the data, the researchers tallied the
scores from the answered questionnaires.
 Collaborative Learning 7

Treatment of Data

From the tallied scores, the researchers determined the level of effectiveness of
collaborative learning by getting its mean. A t-test was conducted to find its difference when
grouped to male and female. An average is found when a group of factors are added together and
then divided by the total number of factors. This way of finding averages is not necessarily
applicable to averaging results of a survey. To present survey data using weighted averages may
be the best way to convey the information (Rodriquez, 2017). An independent samples t test is a
hypothesis test for determining whether the population means of two independent groups are the
same. The researcher begins by selecting a sample of observations and estimates the population
mean of each group from the sample means. The researcher then compares the two sample means
via formula (Salkind, 2010).

For data interpretation, the Likert’s scale was used. It is the sum of responses to several item.

Table 1
Effectiveness level of collaborative learning on the academic performance of Grade 11
ABM
Students

Range Descriptor Interpretation

3.50 – 4.0 Strongly Agree Collaborative learning shows a very high level of
effectiveness.
2.50 – 3.49 Agree Collaborative learning shows high level of
effectiveness.
1.50 – 2.49 Disagree Collaborative learning shows a low level of
effectiveness.
1.0 – 1.49 Strongly Disagree Collaborative learning shows a very low level of
effectiveness.
 Collaborative Learning 8

RESULTS AND DISCUSSION

Table 1 presents the analysis on the level of effectiveness of collaborative learning in

terms of academic performance among the Grade 11 ABM students

Table 1: Level of effectiveness of collaborative learning in terms of academic performance

among the Grade 11 ABM students.

Indicators Mean Descriptive Interpretation

Equivalent
1. Collaborative learning helps in
3.03 Agree High
getting high grades.
2. Collaborative learning helps in
3.10 Agree High
fulfilling the task easily.
3. Collaborative learning helps in
2.98 Agree High
understanding course materials.
4. Collaborative learning enhances
3.125 Agree High
the learning ability of the students.
5. Collaborative learning enriches
learners for it allows diversity in 3.12 Agree High
groupings.
6. Collaborative learning helps in
3.06 Agree High
creating a good output.
7. Collaborative learning helps in
being productive in completing 3.14 Agree High
tasks.
8. Collaborative learning helps the
students to have a sufficient 2.94 Agree High
knowledge about the topic.
9. Collaborative learning paves way
for reflection on the performance 3.13 Agree High
of the group.
10. Collaborative learning assures
3.19 Agree High
quality learning in students.
3.08 Agree High

Generally, the level of effectiveness of collaborative learning in terms of academic

performance among the Grade 11 ABM students is high. This suggests that the students agree
that the indicators found on the table enhance their academic performance.
The table shows that indicator 10 has the highest mean (3.19) followed by indicator 7
(3.14). This implies that majority of the respondents agreed that collaborative learning assures
quality learning in students and helps in being productive in completing tasks. On the other hand,
indicator 8 has the lowest mean (2.94). This indicates that the respondents still agree that
collaborative learning helps the students to have a sufficient knowledge about the topic.
The result supports the study of Nerona (2017) which explained that collaborative
learning is an effective strategy in improving students’ achievement and attainment of learning
 Collaborative Learning 9

outcomes. It was also mentioned that students’ reported use of collaborative learning strategies
and reported self-efficacy for learning course material showed positive correlation with their
course grade.
The result also highlights that collaborative learning assures quality learning to students.
This also supports the findings of Mow (2010), in her study entitled “Effectiveness of
Collaborative learning in Teaching Information Systems”, that collaborative learning encourages
the sharing of ideas and varying viewpoints through discussions led to a deeper understanding
and analysis of a problem, task or concept as it exposed the student to concepts they had not
thought about before. It also emboldens discussion of issues from various viewpoints enabling an
in-depth probing of problem, task or concept.

Table 2: T-test comparison of male and female on the level effectiveness of collaborative
learning.

Gender Mean Level of t-value p-value

Effectiveness
Male 32.2 High 2.730 0.007
Female 29.5 High 2.730 0.007
Critical t-value: 2.6221

p-value of test statistic Statistically significant? Formal action Informal interpretation

Greater than 0.1 No Don’t reject Ho No evidence to reject Ho

Between 0.1 and 0.05 No Don’t reject Ho Weak evidence to reject

Ho

Between 0.05 and 0.01 No Don’t reject Ho Evidence to reject Ho

Between 0.01 and 0.001 Yes: at 99% Reject Ho at 99% Strong evidence to reject
confidence Ho
Less than 0.001 No Don’t reject Ho Very strong evidence to
reject Ho

This table was adopted from the study of Gilchrist and Samuels (2012)

As illustrated in Table 2, the calculated t-value (2.730) is greater than the critical t-value
(2.6221) at α =0.01. The level of significance 0.01 is related to 99% confidence level. The p-value
which is 0.007 is less than 0.01. Therefore, the null hypothesis that there’s no difference between
the means of females and males is rejected and conclude that a significant difference does exist.
The mean score shows that collaborative learning is more effective to male compared to female.

The result supports the study of Takeda (2014) which suggest that male students were
portrayed as uncommitted, representing the social loafing problem. Moreover, Johnson and Smith
(1997) as cited by Takeda (2014) found that female students were rated higher than males on traits
such as effort, cooperation, and initiative that are desirable behaviour traits for group cohesiveness
leading to success.
 Collaborative Learning 10

CONCLUSIONS AND RECOMMENDATIONS

Achieving an excellent academic performance through collaborative learning is an

effective strategy which grade 11 ABM students highly agreed upon by getting high grades,
fulfilling the task easily, understanding course materials, enhancing their learning ability,
enriching learners for it allows diversity in groupings, creating a good output, and paving for
reflection on the performance of the group. Collaborative learning is most effective in assuring
quality learning for students, and in being productive in completing tasks, supporting the findings
of Mow (2010), in her study entitled “Effectiveness of Collaborative learning in Teaching
Information Systems”, that collaborative learning encourages the sharing of ideas and varying
viewpoints through discussions led to a deeper understanding and analysis of a problem, task or
concept as it exposed the student to concepts they had not thought about before . However, the
grade 11 ABM students agreed that collaborative learning is least effective in helping them have
a sufficient knowledge about the topic. Therefore, this supports the study of Nerona (2017) which
stated that collaborative learning is an effective strategy in improving students’ achievement and
attainment of learning outcomes. There is also a significant difference between the level of
effectiveness when compared according to gender because the mean for the level of effectiveness
in collaborative learning to males are higher which is 3.22 than the females which is only 2.95
hence, stating that this study is more effective to males than females.

The study of collaborative learning as a teaching strategy is only implied to the grade 11
senior high of the University of the Cordilleras. For further study and improvisations, the
researchers recommend to conduct this in other grade 11 strands or for the entire grade 11 strands.
It can also be conducted to grade 12 senior high school in accountancy business and management
strand or even the whole grade 12 strands. Moreover, this study can be carried over by comparing
the level of effectiveness according to strands and grade level.
 Collaborative Learning 11

ACKNOWLEDGEMENT

We, the researchers, thank God Almighty for giving us the strength, knowledge, ability
and opportunity to conduct this study and to persevere for completing it accurately. Without his
blessings, this achievement would not have been possible.
We also express our special gratitude to our subject teachers, Maribeth Pasol and Karel P.
Manzano for the guidance to fulfil this report. They have been patient and very considerate while
suggesting improvements for our research.
We are thankful for the teachers who validated our questionnaire namely: Renaliza
Juanbe, research expert; Geraldine Mendoza, English grammar and language expert; and Pherrie
Bacolod, statistician.
We give our acknowledgement to sir Jonas Depaynos for helping us with the
computations for data interpretation.
All this time and efforts have not been put to waste because of their help. God bless us
all!
 Collaborative Learning 12

APPENDICES

Collaborative Learning Questionnaire

Legend:
Sex: _______________________________ 1 – Strongly Disagree
2 – Disagree
3 – Agree
4 – Strongly Agree
Instructions: Indicate your level of agreement or disagreement with each of these statement
regarding Collaborative Learning. Put a check mark in the box for your answer.
Strongly Agree Disagree Strongly
Agree Disagree
1. Collaborative learning helps in
getting high grades.
2. Collaborative learning helps in
fulfilling the task easily.
3. Collaborative learning helps in
understanding course materials.
4. Collaborative learning enhances
the learning ability of the students.
5. Collaborative learning enriches
learners for it allows diversity in
groupings.
6. Collaborative learning helps in
creating a good output.
7. Collaborative learning helps in
being productive in completing
tasks.
 Collaborative Learning 13

8. Collaborative learning helps the

students to have a sufficient
knowledge about the topic.
9. Collaborative learning paves way
for reflection on the performance
of the group.
10. Collaborative learning assures
quality learning in students.
Adopted from the study of Atxurra, Calvete, & Gallego, (2015) entitled Design and Validation of
the Cooperative Learning Application Scale (CLAS).
Collaborative Learning 14
Collaborative Learning 15
Collaborative Learning 16
Collaborative Learning 17
 Collaborative Learning 18

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 Collaborative Learning 19

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 Collaborative Learning 20

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