Division of Rizal

VICENTE MADRIGAL NATIONAL HIGH SCHOOL

Senior High School
Palangoy, Binangonan, Rizal

Effectiveness of Cooperative Learning Activities to the Academic

Performance of Senior High School Students in Trends,
Network and Critical Thinking in 21st Century Culture

A research output
Presented To
Faculty of Senior High School
Vicente Madrigal National High School

In Partial Fulfillment
Of the requirements for the subject
Practical Research 2

Mark Ryan G. Amistoso

Mae D. Arellano
Rochel Ann B. Balladares
Roxanne Cheen M. Catuan
Althea C. Cequena
Kristine Joy D. Delos Santos
Jaimie Anne M. Fortu
Deborah Joy C. Gulfan
Jerico B. Mesa
Jerimiah Psalm B. Monzon
Maui Hart B. Sison

March, 2020
 APPROVAL SHEET

This Research Output entitled “Effectiveness of Cooperative Learning

Activities to the Academic Performance of Senior High School Students in

Trends, Networks, and Critical Thinking in 21st Century Culture”, prepared and

submitted in partial fulfillment of the requirements for the subject PRACTICAL

RESEARCH 2 by Mark Ryan G. Amistoso, Mae D. Arellano, Rochel Anne B.

Balladares, Roxanne Cheen M. Catuan, Althea C. Cequena, Kristine Joy D.

Delos Santos, Jaimie Anne M. Fortu, Deborah Joy C. Gulfan, Jerico B. Mesa,

Jerimiah Psalm B. Monzon, Jevannie Rodriguez and Maui Hart B. Sison is

hereby recommended for oral defense.

________________ LIZA A. VILLAMAR, Ph.D

Date Subject Teacher

Approved in partial fulfillment of the requirements for the subject Practical

Research 2 by the Oral Examination Committee.

_____________________ _____________________
Member Member

_____________________ _____________________
Member Member

______________________
Chairman

Accepted and approved in partial fulfillment of the requirements for the

track/strand ACADEMIC – HUMANITIES AND SOCIAL SCIENCES.

_____________________ RONALDO C. RIO

Date Principal III

ii
 ACKNOWLEDGMENT

This research study will not be possibly made without the willingness and

help of many people who passionately contributed ideas, remarks, thoughts,

time, effort, and expertise since the beginning, to the actual process up to the

accomplishment. The researchers want to expand their genuine gratitude to

those who became part of the work. Due recognition is given to the following:

Ronaldo C. Rio, the principal of Vicente Madrigal National High

School, for his verifications and approvals to conduct the study.

Liza A. Villamar, Ph.D, subject teacher, for her continuous

consultation and updates.

Everlyn C. Austria, adviser, for her support, comments, and

suggestions.

April B. Cenidoza, Ph. D, one of the panelists, for her full support,

advice and for extending her ideas.

Armin Rose C. Aguilar, member of the panel, for her thoughts and

ideas of progression.

Aileen C. Bambo, member of the panel, for her advice, suggestion

and ideas.

Above all, to God Almighty, for blessing Mark Ryan, Jerimiah Psalm,

Jerico, Jaimie Anne, Kristine Joy, Rochelle Ann, Althea, Roxanne Cheen, Mae,

Deborah Joy and Maui Hart the sufficient knowledge, patience, courage and

determination to make the study possible and successful.

- The Researchers

iii
 DEDICATION

The researchers would like to show their deepest gratitude by

dedicating this study to their beloved parents who supported them

all the way, to their family, friends and loved ones who have been

serves as their inspiration even from the beginning of the study.

To the teachers who encouraged the researchers for them to

accomplish this study.

To the respondents who willingly participated, while

conducting the study.

The researchers would also like to dedicate this study for all

the students of Vicente Madrigal Integrated School.

And lastly, for the future researchers, for this may serve as their

guide for their future study.

Ryan Jaimie

Mae Deborah

Rochell Jerico

Roxanne Jeremiah

Althea Maui

Kristine

iv
 ABSTRACT
The researchers focused on the Effectiveness of Cooperative Learning to

the Academic Performance of Senior High Students in Vicente Madrigal

Integrated School, Palangoy Binangonan Rizal. This was conducted during the

school year 2019-2020. The respondents were the 30 students of grade 12

Pascual of Vicente Madrigal Integrated School.

The 30 students were chosen using the quota sampling technique.

The Experimental method of research was utilized to determine the

Effectiveness of Cooperative Learning to the Academic Performance of the

tudents.

Shetter (2012) believes that Cooperative learning is an offshoot of

constructivism which incorporates the idea that the best learning occurs when

students are actively engaged in the learning process and working in

collaboration with students to accomplish a shared goal.

The researchers made questionnaire checklist and fest’s was used to

determined the effectiveness of Cooperative Learning as a teaching strategy.

The aspecs considered were students, ability to socialize and their

interdependence with each other.

On the level of the of the effectiveness of Cooperative Learning to

the researchers evaluated and found out that the students tend to learn more and

understand the lesson when there is Cooperative Learning such as groupings

involved in the lesson.

v
 TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
Chapter
1 INTRODUCTION 1
Background of the Study 2
Scope and Delimitation 3
Statement of the Problem 4
Significance of the Study 5

2 EVALUATION DESIGN AND FRAMEWORK 6

Theoretical Framework 7
Conceptual Framework 8
The Variables, Their Definition and
Importance of the Study 10
Definition of Terms 14

3 RESEARCH METHODOLOGY 15
Research Design 15
Setting of the Study 18
Subject of the Study 19

vi
 Sources of Data 19
Procedure of the Study 19
Statistical Treatment 21

4 PRESENTATION, ANALYSIS AND 22

INTERPRETATION
Performance of Students Prior and After the Application of 22
Cooperative Learning Activities

Significant Difference on the Performance of Students Before 24

and After the Exposure to Cooperative Learning Activities

Experts’ Assessment on the Cooperative Learning Activities 26

Assessment on the Cooperative Learning Activities Based 28

on Integration of Activities

Certain Problems Occurred While Executing Cooperative 30

Learning Activities

5 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS 32
Summary of Findings 32

Conclusion 33

Recommendations 34

6 OUTPUT 35

BIBLIOGRAPHY 43

APPENDICES 44

A Gantt Chart of Activities 46

vii
B Permit to Conduct the Study 48

C Certificate of Content Validation 50

D Checklist 51

E Pre-test and post-test 52

F Documentation 56

CURRICULUM VITAE 57

viii
 LIST OF TABLES
Table Page
1 Computed Mean on the Performance of 22
Students Prior and After the Application
Of Cooperative Learning Activities

2 Significant Difference on the Performance of 24

Students Before and After the Exposure to
Cooperative Learning Activities

3 Computed Mean on the Experts’ Assessment 26

On the Cooperative Learning Activities

4 Computed Mean on the Assessment on the 28

Cooperative Learning Activities Based on
Integration Of Activities

5 Certain Problems Occurred While Executing 30

Cooperative Learning Activities

ix
 LIST OF FIGURES
Figure Page
1 Conceptual Framework on the Effectiveness of 9
Cooperative Learning Activities to the Academic
Performance of GradeM12 Pascual in the Trends,
Networks and Critical Thinking In 21st Century Culture

2 Map of Vicente Madrigal National High School 17

x
 CHAPTER 1
INTRODUCTION

Education is every interaction that occurs is any association that occurs

between adults with children is a field or a state where the educational work in

progress. ( M.J. Langeveld, 2013 ).

The Implementing rules and regulations (IRR) of Section 5 of Republic Act

no. 10533, entitled ‘’Enhanced Basic Education Act of 2013,’’ point out that:

Basic education is intended to meet basic learning

needs which provide a foundation on which subsequent
learning can be based. It encompasses kindergarten,
elementary, and secondary education as well as alter
native learning systems for out-of-school learners and
those with special needs under section 8 of this IRR.

In line with the law stated, DepEd issued a new way of teaching and

learning for the improvement of Education of the students. It is to ensure the

development of acquisition of lessons to be fully effective.

The researchers come up with a new teaching and learning method to

examine how another change to acquiring with the discussion would be

resolved. It is the implementation of Cooperative Learning as students will be

taught as a group. This study would provide another reasons and results that

will be helpful to the building of better Education of the students. The

researchers replaced the traditional teaching strategy with a cooperative one.

 2
The researchers thinks that cooperative learning is a better teaching strategy as

it has the social approach in which students need today.

Background of the Study

With the evolution of human civilization, mankind has demonstrated its

ability to conquer and harness natural forces for its development and welfare.

Twentieth century has witnessed large scale introduction of new scientific

concepts and technology for molding economic, social and educational systems

and transforming them in accordance with specific natural policies.

In Filipino schools traditional approach of teaching, (teacher directs

students to learn through memorization and recitation techniques thereby not

developing their critical thinking problem solving and decision making skills) is

used and considered useful but now there exists a feel that cooperative approach

is essential for the development of teaching.

Cooperative learning is the instructional use of small groups so that

students work together to maximize their own and each other’s learning. It is

used to make them brainstorm together thereby helping each one’s critical and

decision making skills. The idea is simple, i.e. class members are organized into

small groups after receiving instruction from the teacher. They then work through

an assignment until all group members successfully understand and complete it.

More the objectives of the study include: to find the effectiveness of two different

teaching methods, i.e. traditional method and cooperative learning approach, to

discover the most effective and valuable method of teaching using the subject
 3

“Trends, Network and Critical Thinking in 21st Century Culture” as the base

subject where the researchers conduct the experiment and put forward some

suggestions and recommendations in the light of findings and conclusions of this

study.

The researchers distinguished that Senior high Students in Vicente

Madrigal National High School find school boring maybe because there is little to

none interactions in class when teaching a poor method of teaching are maybe

one of the major reasons. This is an age of science and technology, and as a

matter of fact students became cooped up in their homes because of

technologies. Students are expecting to interact with their classmates in school.

Scope and Limitation of the Study

The research aims to determine the effectiveness of Cooperative Learning

in learning and teaching method. The variable of this study will include the

students who are taking the subject of Trends, Networks and Critical Thinking in

21st Century Culture it will be conducted within the months of September and

October around of vicinity of Vicente Madrigal National High School. The subject

of the study will be the selected 30 students as the sample from total population

of 47 students of grade 12 Pascual in HUMSS track; age 16-21 years old both

male and female. This study will examine how cooperative learning will affect the

academic performance of the participants during the execution of the study.

Quantitative will be the methodology; Experimental as the research design and

pre-test and post-test as the research instrument.

 4

Statement of the Problem

The study aims to determine the effects, contingencies and steps when

applying cooperative learning activities to the academic performance of Senior

High School Students in Trends, Networks and Critical Thinking in 21st Century

Culture. The purpose of the study is to answer the following question:

1. What is the performance of students prior and after the application of

cooperative learning activities?

2. Is there a significant difference on the performance of students before and

after the exposure to cooperative learning activities?

3. How do the experts assess cooperative learning activities?

3.1 Content; and

3.2 Integration of Activities

4. What are the certain problems occurred while executing cooperative

learning activities?

Hypothesis of the Study

1. There is no relationship between a student level of intelligence and his or

her score on a test made by the researchers to measure academic

performance improvement

2. There will be no significant difference in achievement based on academic

performance between students exposed to cooperative learning activities

and students exposed to traditional methods.

 5
Significance of the study

Teachers. The study help teachers how to know the students are

contemporaneous to the topic given and to know the skills and resistance of each

student how to perform the given topic.

Students. In this study helps a student to maintain the skills or ability of student

how to perform the given topic.

Future Researcher. They can get an idea in this study to make their research

easily it. It can also serve as their basis and comparison to their study.
 Chapter 2

EVALUATION DESIGN AND FRAMEWORK

This chapter discusses the expected output of the study, theoretical

framework, research model, the variables with related literatures, studies and

significance and the definition of terms used in the conduct of the study

Discussion of Expected Output and Justification

Cooperative learning is defined as a division for labor undertaken to solve

a problem. For any given tasks, the students will divide the work and come

together to present finding. From 47 total population of students of Grade 12

Pascual, the researcher will choose 30 students to perform the Cooperative

Learning as teaching strategy. Before executing the experimental research study,

the researcher will provide pre-test to every student about the topic that will

discuss. The class will be divided into 4 groups, with two groups having 7

members and the rest with 8 members. The researchers’ plans to use the “puzzle

picture” where in every individual of the said group will gather and help each

other to form the puzzles into the right pictures with regards to Differences of

Trends and Fads. If the groups are already done connecting the puzzles, every

one of them will undergo in brainstorming with regards to the pictures. Then one

representative will go to the front and explain it. Any kind of reporting will be use

as long as they can clearly report the Differences of Trends and Fads a line on

what they have tackled. The researcher does this to show how Cooperative

Learning is effective in the groups. The researchers will give them a post-test
 7
where the result of that will be compared to pre-test. From there we will notice if

Cooperative Learning was effective.

Theoretical Framework

The theory of Shetter (2012) entitled a “Cooperative Learning Theory”

discusses the definition of Cooperative Learning, history of Cooperative

Learning, Elements of learning, Examples of Cooperative Learning and the

strengths and weaknesses of Cooperative learning.

Shetter (2012) believes that Cooperative learning is an offshoot of

constructivism which incorporates the idea that the best learning occurs when

students are actively engaged in the learning process and working in

collaboration with students to accomplish a shared goal.

Constructivism focuses in personal experience as cooperative learning

utilizes not only the student’s own experience to solidify knowledge, but also

uses the experience of others.

Shetter (2012) eloquently described the five basic elements of successful

Cooperative Learning: Positive interdependence, face to face interaction,

individual and group accountability, interpersonal and small group skills and

group processing.\

The theory is related to our experimental study because it is focuses on

the Effectiveness of Cooperative learning activities. The researchers will utilize

this theory as their guide and basis in their study.

 8
Conceptual Framework

A conceptual framework shows the flow of the system that will lead to the

development of cooperative learning.

The first frame is the input of the study which includes the cooperative

learning itself is used to determine the result of the study. It will be used as the

base of how the study will be conducted.

The second frame contains the process, these are the 3 things that will be

done when the researchers exposes the students to Cooperative Learning

Activities.

The third frame contains the output which resides the researcher expected

result in the study. If met it will complement the effectiveness of Cooperative

Learning Activities.

The arrow connecting the three frames shows feedback which

indicates that there would be a continuous process of development and

validation of the effectiveness of cooperative learning as a teaching style until the

desired result is achieved for implementation

 9

Cooperative Learning

Students are introduced in lessons

through social approach.
Students will be more on brainstorming.
More interaction between students will
be seen.

Positive Interdependence
Face to Face Interaction
Individual and Group accountability
Interpersonal and group skills
Group processing

Figure 1
Conceptual Framework on the Effectiveness of Cooperative Learning Activities to
the Academic Performance of Grade 12 Pascual in the Trends, Networks and
Critical Thinking in 21st Century Culture
 10

Variables, Their Definition and Importance to the Study

The researcher made readings on books, journals, theses and dissertation

and the internet to further enhance the study which vary from foreign to local

sources.

Cooperative Learning

Cooperative learning changes student’s and researcher’s roles in

classroom. The ownership of teaching and learning is shared by groups of

students, and is no longer the sole responsibility of the teacher. The authority of

assessing learning, and facilitating learning is shared by all. Students have more

opportunities to actively participate in their learning, question and challenge each

other, share and discuss their ideas, and internalize their learning (Teacher

Vision, 2019).

According to Jayesh K. Gupta et.al, International Conference on

Autonomous Agents and Multi Agents Systems, 66-83, 2017. This work

considers the problem of learning cooperative policies in complex, partially

observable domains without explicit communication. We extend three classes of

single-agent deep reinforcement learning algorithms based on policy gradient,

temporal-difference error, and actor critic methods to cooperative multi-agent

systems. To effectively scale these algorithms beyond a trivial number of agents,

we combine them with a multi-agent variant of curriculum learning.

As studied by Gillies R.M. (2016), Cooperative learning is a widely

recognized as a pedagogical practice that promotes socialization and learning

 11
among students from pre – school through to tertiary level and across different

subject domains. It involves students working together to achieve common goals

or complete group tasks – goals and tasks that they would be unable to complete

by themselves.

As stated by Nwabueza A. (2018), the findings revealed among others

that cooperatively taught students tend to exhibit higher academic achievement,

greater persistent through graduation, better high – level reasoning and critical

thinking skills, deeper understanding of learned materials, greater time on task

and less disruptive behavior in class, lower levels of anxiety and stress, greater

intrinsic motivation to learn and achieve, and achieve, greater ability to view

situations from others’ perspective, more positive and supportive relationship with

peers, more positive attitudes towards subject areas, and higher self – esteem.

According to Qaisara Parween and Sadia Batool in their Batool in their

International Education Studies (2012) that cooperative learning is superior to

traditional method and there are significant differences between the two.

According to Kamuran Tarim in her Educational studies in mathematic

(2009) Cooperative Learning method can be successfully applied verbal

mathematics problem-solving skills.

According to Johnson, et al., (2014), Cooperative learning is characterized

by positive interdependence, where students perceive that better performance by

individuals produces better performance by the entire group.

 12

According to Johnson (2009), placing students in groups and expecting

them to work together will not necessarily promote cooperation. Group members

often struggle with what to do and discord can occur as members grapple with

the demands of the task as well as managing the process involved in learning

such as dealing with conflicting opinions among members or with students who

essentially loaf and contribute little to the group’s goal.

Teaching Strategy

According to Giovanni L. Palomares in his Philippine E. Journals, teaching

strategies play an important factor for students to cope up with and learn more in

Mathematics.

According to Yusri Yusri et, al., Journal of Advanced English Study (2018)

the purpose of this study was to determine whether the application of cooperative

learning model two stay two stray can increase student’s learning outcome in

English learning.

According to Gull & Shehzad (2015) state that cooperative learning is a

teaching approach that really helps learners understand the contents as it

emphasizes the improvement of cognition based on student’s active participation

with classmate.

According to Xiamin Vang et al., in The Internet Higher Education (2018),

the study investigated the behavioral pattern of student’s knowledge construction

in online cooperative translation activities. Result showed that 1) all behavior

stayed within the medium level of knowledge construction and from which four
 13
significant behavioral sequences were identified; 2) distinctions existed between

higher – and – lower engagement student with respect to behavioral patterns’

and 3) the behavioral of negotiation and knowledge co-construction occurred

more frequently and continually in the higher – engagement group.

According to Mina Tsay & Miranda Brady in the book Journal of the

Scholarship of Teaching and Learning (2010), cooperative learning has

increasingly become a popular form of active pedagogy employed in academic

institutions. This case study explores the relationship between cooperative

learning and academic performance in higher education, specifically in the field

of communication.

Behavioral Learning examines the rewards of group learning. This theory

stresses the importance of examining the reinforces for the group (Johnson et.

al., 2011)

The main objective of this study was to evaluate the impact of cooperative

learning methods on students’ academic achievement (Hwang G. 2018)

Cooperative Learning is characterized by positive inter-dependence when

students perceive that better performance by individual produces better

performance by the entire group (Johnson et. al., 2014)

The above studies are related to the present study since it tackles about

cooperative learning activities.

 14
Definition of Terms

For better understanding of the study the following terms are operationally

and conceptually defined:

Activities. This refers to the exercises and ways to execute and assert the study.

Cooperative. This refers to involving mutual assistance in working toward a

common goal.

Cooperative Learning. This refers to successful teaching strategy in which

small things. Each with students of different levels of ability, use a variety of

learning activities to improve their understanding of a subject.

Learning. This refers to the acquisition of knowledge or skills through

experience, study or by being taught.

Objective. This refers to the desired results and goals aim to achieve in the

study.

Performance. This refers to the activeness, willingness and participation of the

participants in the study.

Teaching Strategy. This refers to a method use to help students learn the

desired course contents and be able to develop available goals in the future.
 Chapter 3
RESEARCH METHODOLOGY

This chapter includes the research design, setting of the study, subject of

the study, sources of data, discussion of the instrument, procedure of the study,

and statistical treatment.

Research Design

In the conduct of this study, the researchers applied the quantitative

method using experimental research instrument since it answers how or when a

phenomenon occurs with provided mathematical statistical data thus helping us

to know the effectiveness of Cooperative Learning. We used the experimental

method to identify the effects of cooperative learning. The researchers decided to

use experimental method because it can be used as interventions. We used

experimental method because in this type of research we can see problems as

they happen and we can think of a solution for it. We can use the result of our

research as a basis for a better teaching strategy. We can establish a cause and

effect relationship that helped us to find the problem and its effects because of

that we are able to propose a research and suggest a solution.

According to Blakstat (2008), the experimental method is a systematic and

scientific approach to research in which the researcher manipulates one or more

variables, and controls and measures any change in other variables.

The study used the quantitative approach on the collection of data and

information to find the Effectiveness of Cooperative Learning Activities to the

 16
academic performance of Grade 12 Pascual after the given strategy is executed.

Experimental method was utilized to make the research determinable with the

cause and effect of the experiment and establish relationship of the outcomes

comparably to the variables conducted through the execution of the study.

 17

Figure 2
Map of Vicente Madrigal
 18
Setting of the Study
Vicente Madrigal National High school was chosen to be the place to

conduct the study. The school was established in 1992 as Vicente Madrigal

National High School because of the virtue of Republic Act no. 8010; Vicente

Madrigal National High School was named after the late senator Vicente

Madrigal.

Currently Vicente Madrigal National High School has 6, 254 enrolled

students, a part of it is Senior High School students that is consisted with a total

of 4,100 students. There are also teachers in Vicente Madrigal National High

School and 65 of it is Senior High School teacher. The school is lead by Mr.

Ronaldo C. Rio, Principal III.

Vicente Madrigal National High School is now adopting the K to 12 Program

since school year 2012 – 2013, where the school offers an Academic Strand, and

also a Technical Livelihood Track.

Vicente Madrigal Integrated School’s mission is to inspire Filipinos who

passionately love their country and whose values and competencies enable them

to realize their full potential and contribute meaningfully to build the nation.

It envisions in protecting and promoting the right of every Filipino to

quality, equitable, culture-based, and complete basic education where students

learn in a child-friendly, gender sensitive and safe and motivating environment.

 19

Teachers must facilitate learning and constantly nurture every learner.

Administrators and staffs, as stewards of the institutions should ensure an

enabling and supportive environment for effective learning to happen.

The researcher aims to attain the mission and vision by conducting this

study. If Cooperative Learning has resulted effectively, it can open a new way of

teaching and learning of lessons to be easier to acquire by the students,

Subject of the Study

The participants of the study will be the selected 30 students as the

sample from the total population of 47 students from Grade 12 – Pascual in

Humanities and Social Sciences strand; age 16 to 29 years old; both male and

female.

Sources of Data

The study aims to find out if Cooperative Learning is an effective teaching

strategy to improve academic performance. The primary source of data that will

be used will be taken using the survey method (Uses questionnaires to take

response from the respondents if cooperative was better than the traditional) and

comparative method that will be used to compare the results of the study using a

designed test for the study.

Procedure of the study

The study started when the researchers seen the problems in today’s

teaching styles. Many students are left out and some are unable to graduate.
Some are bored because of the repeated process that is happening in schools 20

and there are little to no interactions in class. In response to this the researchers

proposed three titles that were in line with their field of specialization and the

problems seen by the researchers. The possible titles were presented to the

panelists during the defense. After defending titles, the panelist suggested “The

Effectiveness of Cooperative Learning Activities to the Academic Performance of

Grade Senior High School Students in Trends, Networks and Critical Thinking in

21st Century Culture”.

The researcher proceeded to write chapter 1, 2 and 3. Once the three

chapters were done, a researcher – made questionnaire was pursuit. The

checklist was content validated by the experts before it was finalized.

Permit to conduct the study would be gotten from the Schools

Administration and experts with the said field of research.

Data for the profile of the different respondents was gathered through a

questionnaire – checklist that was distributed to the students of HUMSS of Grade

12 Pascual. The questionnaire was given in a day and collected afterwards.

To process the gathered data for deeper analysis, different statistical tool

was utilized, analysis and interpretation was presented in chapter 4. Afterwards,

the researchers prepared the summary of findings, conclusions and

recommendations as shown in chapter 5 of this study.

 Chapter 6, which is Action Plan, was done after the five chapters. This

serves as the final output of this research project. Once more, the researchers

will undergo oral defense with the panel and as for their final revision.
21
Statistical Treatment

In the analysis of data, the following statistical treatment will be applied to

answer all the problems stated in this study.

To determine the performance of students prior and after the application of

cooperative learning activities, Mean will be utilized.

To determine the significant difference between before and after the

exposure to cooperative learning, Dependent T – test will be utilized.

To determine the certain problems occurred while executing cooperative

learning activities, Mean will be utilized.

To determine how do the experts assess Cooperative Learning in terms of

Content and Integration of Activities, Mean will be utilized.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the

statistical analysis done and interpretation of findings. These are

presented in tables following the sequence of the specific research

problem regarding the Effectiveness of Cooperative Learning Activities to

the Academic Performance of Grade 12 - Pascual in the subject Trends,

Networks, and Critical Thinking in the 21st Century.

Performance of Students Prior and After the Application of

Cooperative Learning Activities

Table 1 presents the computed mean on the performance of

students prior and after the application of cooperative learning activities

TABLE 1
Computed Mean on the Performance of Students Prior and After the
Application of Cooperative Learning Activities

Pretest Posttest
Mean
Lesson
Difference
Mean SD Mean SD

With
Cooperative 5.5 0.43 8.67 0.39 3.17
Learning

No
Cooperative 2.80 0.39 5.00 3.90 2.20
Learning

The table shows the performance of the students prior and after the

exposure to Cooperative Learning. The table represents that without

 23

cooperative learning there is little improvement between the tests but with

Cooperative Learning Activities applied, the students tend to have better

performance as it is evident in the table with Cooperative Learning having

a higher mean than the one without cooperative learning.

As stated by Nwabueza A. (2018), the findings revealed among

others that cooperatively taught students tend to exhibit higher

academic achievement, greater persistent through graduation, better

high – level reasoning and critical thinking skills, deeper

understanding of learned materials, greater time on task and less

disruptive behavior in class, lower levels of anxiety and stress,

greater intrinsic motivation to learn and achieve, and achieve, greater

ability to view situations from others’ perspective, more positive and

supportive relationship with peers, more positive attitudes towards subject

areas, and higher self – esteem.

 24
Significant Difference on the Performance of Students Before and
After the Exposure to Cooperative Learning Activities
Table 2 presents the significant difference on the performance of

students before and after the exposure to cooperative learning activities

TABLE 2
Significant Difference on the Academic Performance of Students
Before and After the Exposure to Cooperative Learning

Pretest Posttest
P– Verbal
Lesson Ho Interpretation
value
Mean SD Mean SD

With
Cooperative 5.5 0.43 8.67 0.39 0.000 Rejected Significant
Learning

Without
Cooperative
T 2.80 0.39 5.00 3.90 0.000 Rejected Significant
Learning
h

The table shows the second problem of the study that deals with

the significant difference in academic performance before and after the

exposure to cooperative learning. It can be inferred in the table that the

computed P- value is outside the critical region of 0.05, therefore, the null

hypothesis which states that “There is no relationship between a student

level of intelligence and his or her score on a test made by the

researchers to measure academic performance improvement” is rejected

which means that a student level of intelligence and his or her score on a

test has a significant relationship. The null hypothesis which states that

“There will be no significant difference in achievement based on academic

 25

performance between students exposed to Cooperative Learning Activities

and students exposed to traditional methods.” Is also rejected which

means that student’s achievement is different between two methods or

styles of teaching. Both methods were rejected means that both method of

teaching was effective but with Cooperative Learning Activities student

tend to show better academic performance evident with its higher mean.

According to Brame, C.J and Biel, R. (2015), Cooperative learning

is characterized by positive interdependence, where students perceive

that better performance by individuals produces better performance by the

entire group. It can be formal and informal, but often involves specific

instructor intervention to maximize student interaction and learning. It is

infinitely adaptable; working in small and large classes and across

disciplines, and can be one of the most effective teaching approaches

available to college instructors.

 26
Experts’ Assessment on the Cooperative Learning Activities

Table 3 presents the assessment on the cooperative learning

activities based on content

TABLE 3
Computed Mean On The Experts’ Assessment Of Cooperative
Learning Activities Based on Content.
Verbal
Content Mean
Interpretat
ion
1. Topics are relevant, interesting, self –
3.70 Agree
motivating and at the level of
understanding of students.
2. The contents are simple and 3.63 Agree
comprehensive.
3. The explanation and discussion of the 3.70 Agree
topic are clear and easy to understand.
4. Important concepts and ideas are 3.63 Agree
generated from the students’ point of view.
5. Prior knowledge is evident in the topic. 3.43 Agree

Average 3.62 Agree

The illustrative table above showed that the expert’s attendance on

Cooperative Learning activities based on content. It can be gleaned in the

table that the expert’s perception of the Effectiveness of Cooperative

Learning Activities based on content scored an average of 3.62 with the

verbal interpretation of “Agree”, wherein item 1 “Topics are relevant,

interesting, self – motivating and at the level of understanding of

students.’’ And item 3 ‘’the explanation and discussion of the topic are

clear and easy to understand. ’’Got the highest mean of 3.70 with the

verbal interpretation of “Agree”, while item 5 “Prior knowledge is evident in

 27

the topic.” Got the lowest mean of 3.43, with still have the verbal

interpretation of “Agree”. This implies that the experts were quite satisfied

with the content of Cooperative learning activities. As the researchers

interviewed their respondents they said that with Cooperative Learning

Activities the lesson is clear, easier to understand and comprehensive.

The study is supported by Hsiung (2012), where it suggests that

students studying cooperatively exhibit the significantly better academic

achievement. However most prior studies do not carefully monitor the time

on task, it is unclear whether the observed learning benefits are due to the

intrinsic superiority of cooperative learning or merely a reflection of the

increased amount of time students spends on studying.

 28
Assessment on the Cooperative Learning Activities Based on Integration
of Activities.
Table 4 presents the assessment on the cooperative learning activities based on

integration of activities.

TABLE 4
Computed Mean of the Experts’ Assessment on Cooperative
Learning Activities Based on Integration of Activities
4 3 2 1 Mean Description
B. Integration of activities
1. The topic is introduced
22 7 1 0 3.7 Agree
through social approach. (i.e
groupings).
2. The activities lead the
22 7 1 0 3.7 Agree
students to better
understand the lesson.
3. The activities enable the
17 11 0 2 3.43 Agree
students to share ideas and
brainstorm.
4. The activities stimulate a
18 11 0 1 3.53 Agree
positive interdependence
between students.
5. The activities enable
students to have individual 19 8 3 0 3.53 Agree
accountability within their
group.
Average 3.58 Agree

Delving deeper on the table above, it entails that the expert’s

attendance on Cooperative Learning activities based on content. It can be

gleaned in the table that the expert’s perception of the Effectiveness of

Cooperative Learning Activities based on the integration of activities it

scored an average of 3.58 with the verbal interpretation of “Agree’’, where

in item 4 “The activities stimulate a positive interdependence.” And item 5

 29

“The activities enable students to have individual accountability within their

group.” Got the highest mean of 3.53 with the verbal interpretation of

“Agree’’. While item 3 “The activities enable the students to share ideas

and brainstorm.” Got the lowest mean of 3.43, with still have the verbal

interpretation of “Agree”. This implies that the experts were quite satisfied

that Cooperative Learning Activities enables the students to interact and

participate more with the lesson thus increasing their performance.

According to Tsay and Brady (2010), cooperative learning has

increasingly become a popular form of active pedagogy employed in

academic institutions. This case study explores the relationship between

cooperative learning and academic performance in higher education,

specifically in the field of communication. Findings from a questionnaire

administered to undergraduate students in a communication research

course indicate that involvement in cooperative learning is a strong

predictor of a student’s academic performance.

 30
Certain Problems Occurred While Executing Cooperative Learning
Activities
Table 5 presents the certain problems occurred while executing

cooperative learning activities

TABLE 5
Certain Problems Occurred While Executing Cooperative Learning
Activities

PROBLEMS DESCRIPTION

Noises from inside and outside the classroom such

environmental and noises caused by the students became

Noise
a barrier to the communication of the discussion. Noises
Interference
surrounded the environment that made it hard for the

discussants and other students to talk and be heard

clearly.

The application of the study was held during the last

subject period. Hence, the researchers were slightly

Time
rushed to finish conducting and for some of the students
shortage
were eager to get home.

The above table shows the Certain Problems occurred while

executing Cooperative Learning Activities. This implies that Time shortage

and Noise interference renders the Cooperative Learning Activities less

effective. It can also be noted that executing Cooperative Learning

 31
Activities requires more amount of time than the usual teaching methods

but it is at the expense for better performance of the students.

As stated by Shea (2018), although collaborative learning

techniques show a great deal of promise. It is important that these

techniques not be accepted uncritically but that they be carefully tested for

their effect on student learning, which is, after all, the ultimate objective of

teaching. They have used both collaborative learning and active – learning

techniques for least twenty – five years and have encountered a number

of significant problems, including the following: 1) many students strongly

prefer to work alone and actively dislike dealing with the problems created

by having to work in groups; 2) commuter students often have difficulty

finding mutually acceptable times for group meetings; 3) some students

are simply irresponsible, fail to do their share of the assigned work, and

leave the rest of the group to deal with the irresponsibility; 4) groups to

tend to have dominant members who often to do the work, monopolize the

group discussion, and carry less assertive members along with the; and 5)

superior students often resent having to carry weak or lazy students and

worry that their grades will be lowered by having to work with such

student.
 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of findings

Based on the analysis and interpretation of data gathered by the

researchers using questionnaire checklist and tests, the following features

derived were:

1. On the Performance of Students Prior and After the Application of

Cooperative Learning Activities.

The level of performance of students before the activity, Its post-

test scored a mean of 5.00 and after the application of cooperative

learning activities its post-test scored a much higher mean of 8.67.

2. On the Significant Difference on the Performance of Students

Before and After the Exposure to Cooperative Learning.

There is a significant difference in achievement between students

exposed to cooperative learning activities and students exposed to

traditional methods. Both methods of teaching was rejected and effective

but cooperative learning had improved the academic performance of the

students.

On the Experts’ Assessment on Cooperative Learning Activities

Based on Content.

The experts assessment on cooperative learning based on content

scored an average of 3.62 with the verbal interpretation of “Agree”. The

experts were quite satisfied on the content of the cooperative learning as a

way to improve students’ performance

 33

3. On the Experts’ Assessment on Cooperative Learning Activities

Based on the Integration of Activities
The experts assessment on cooperative learning based on the

integration of activities scored an average of 3.58 with the verbal

interpretation of “Agree”. The experts were satisfied on how the

researchers integrated the cooperative learning activities through the

course of the study.

4. On the Certain Problems Occurred while Executing Cooperative

Learning Activities.
Time shortage and Noise interference appeared as the most

noticeable problem that had surfaced and affected the effectiveness of

Cooperative Learning Activities.

Conclusion

Based on the results of the researchers study, the following

conclusions were drawn:

1. Cooperative Learning Activities as reflected has improved the

performance of students.

2. With the application of cooperative learning, students were more

engaged with the discussion and made the lessons easier to acquire

as seen to the increased scores of the post-test compared to the test

given before the application of the study where students’ test scores

ranked low.

3. Experts found cooperative learning more effective as a teaching

method than the traditional one.

 34
4. Experts found cooperative learning more effective to subjects that has

more time allotted to it.

5. Experts found the researchers’ process of applying cooperative

learning during the study effectively performed.

Recommendation

On the basis of the drawn conclusion, the following

recommendations are hereby given.

1. The teachers must apply the concept of cooperative learning as often

so students’ skills will be maximized and enhanced.

2. The students should know how to practice the process of cooperative

learning and its effectiveness.

3. The school administrators should tolerate and mandate cooperative

learning as a teaching and learning method of both the students and

teachers.
 CHAPTER 6

THE OUTPUT

Project C.W.I.A.P

(Cooperation While Improving Performance)

I. PROJECT TITLE

Project C.W.I.A.P ( Cooperation While Improving Academic Performance)

II. PROPONENT

Spearheaded by Mark Ryan Amistoso, Jerico Mesa, Jerimiah Psalm

Monzon, Jaimie Anne Fortu, Kristine Delos Santos, Althea Cequena,

Deborah Joy Gulfan, Maui Hart Sison, Roxanne Cheen Catuan, Rochelle

Ann Balladares, and Mae Arellano with the help of Mrs. Everlyn Austria,

grade 12 Pascual adviser.

III. RATIONALE

School is a place for learning, a place for studying or training for

every student. It teaches us about the world around us and prepares us

with the tools we will need for future success. Outside of the classroom,

students also learn valuable lessons at school, such as social skills which

is lacking on today’s generation as they now opt to see and experience

this in school.

Based on the observation of the proponents, there are several

problems met by the students in the school when it comes to learning.

Students tend to opt out from listening to their teacher as the process

involved is done all over again.

 36

Project C.W.I.A.P (Cooperation while Improving Performance) is a project

proposed which is suited to the students to be involved more into listening

while increasing their performance.

IV. SPECIFIC OBJECTIVES

The program aims to:

 Promote social interaction in lessons

 Improve students’ performance

 Improves communication and personal accountability

 Promotes participation in class

V. BRIEF DESCRIPTION OF THE PROJECT

Project C.W.I.A.P (Cooperation while Improving Performance) is

suited for the students to build their academic skills so they can improve

their ways of studying and learning that might affect their academic

performance.

This project is intended on grade 12 HUMSS students to

experience cooperative learning effectively and for them to improve their

academic skills.

The project will be scheduled at the last week of February. The

program C.W.I.A.P (Cooperation while Improving Performance) is going to

have two group activities. The lesson will be discussed by the researchers

accompanied by group activities. After the activities and discussion, they

will make a short buzz groups to have a reflection of what they learned.

After the groupings there will be an awarding for the outstanding students.
 37

VI. TARGET BENIFICIARIES

The beneficiaries of this project will be the grade 12 HUMSS

students of Vicente Madrigal National High School. This is an activity that

will help them improve their academic performance. It will help them to

enhance their listening skills and confidence and improve their ways in

studying and learning.

VII. PROJECT DURATION

This activity is for the last week of February (2020). The session will

last for 2 hours. The affectivity of the project is supposed to continue for every

year.
 38

Research Matrix

Time Activity

3:00-3:20 Call time

3:20-3:30 Orientation

3:30-4:30 Discussion and activities

 Make me whole Again

(Puzzle Picture)

 What is it?

(Game of guess)

4:30-4:40 Buzz Groupings

4:40-5:00 Awarding & Closing ceremony

 39
VIII. Project cost

ITEMS/EQUIPMENT QUANTITY UNIT PRICE TOTAL AMOUNT

Marker 4 pcs. Php.69.00 Php.276.00

Cartolina 4 pcs. Php.10.00 Php.40.00

Manila Paper 4 pcs. Php.6.00 Php.24.00

Colored Paper 1 pack Php.30.00 Php.30.00

Printed Materials 10 pcs Php.75.00 Php.75.00

Prizes 4 pcs. Php.50.00 Php.200.00

Project Cost Php.645.00

IX. Expected Outcome

At the end of the session, the researchers anticipated that:

 The students will get to know more about the importance being involved in

every class session.

 The students will improve their academic performance.

 The teachers will come at their classroom applause because of their

improved listening ability

 The students will maximize their interaction and brainstorming skills.

 The students will show positive Interdependence.

 SAMPLE OUTPUT

Activity 1 Title: Make Me Whole Again (puzzle picture)

Materials :

- Puzzle pictures indicating example of Trends - Puzzle pictures indicating

example of Fads - scotch tape

Description:

The activity will be a puzzle comprised of pictures that the students will construct.

Content:

The activity contains a puzzle which the students will construct. The

puzzle contains image which is related to the lesson. The students will have 10

minutes to solve the puzzle and identify if the picture is a Trend or Fad.

Purpose: The purpose of this activity is to introduce the lesson to the students in

a social approach and also to determine if the students have existing prior

knowledge.

Flow of Activity:

The class will be divided into four groups : with 2 groups having 7

members and the rest 8 members. Each member will gather and help each other

to form the puzzle pictures into a right. After making it whole again, they will

brainstorm to know and identify if the assembled pictures are Trends or Fads.

They will post it on the blackboard and choose one representative to explain their

answers. 1 picture corresponds to 20 points. Only 10 minutes will be given to

finish the task.

 41

Activity 2 Title: What is it? (game of guess)

Materials:

- 20 paper strips with the characteristics of Trends indicated - 20 paper strips with

the characteristics of Fads indicated - Manila paper - scotch tape

Description:

The activity contains strips of papers which has statements on it.

Content:

The activity contains strips of papers that contains statements on itand they are

to identify if the statement is a Trend or Fad.

Purpose:

To determine if the students have learned something from the lesson and to

show what they learned from it.

Flow of Activity:

The class will be divided into 4 groups: with 2 groups having 7 members and the

rest 8 members. Each group will be having 10 paper strips with the

characteristics of Trends and Fads indicated (5 paper strips for the

characteristics of Trend and another 5 for Fads). The members of the 4 groups

will identify and separate those characteristics for the Trends and Fads, and

paste it on the manila paper. One representative will go in front to explain and

justify their answer. Every correct answer corresponds to 10 points. Only 10

minutes will be given to finish the said task.

42
 BIBLIOGRAPHY

Blakstat (2008) Experimental method. Retrieved 2019 August 27 from

https://scholar.Google.com

Castle JR. (2014) Student’s knowledge construction in online cooperative

translation activities. Retrieved 2019 August 27 from https://cua.ar.de

Gillies R.M (2016) Cooperative learning is a widely recognized as a pedagogical

practice that promotes socialization. Retrieved 2019 August 27 from

https://dx.doi.org/1014227/ajte.2016v41n3.3

Gull & Shehzad (2015) cooperative learning is a teaching approach. Retrieved

2019 August 27 from https://scholar.Google.com.ph

Hossain and Taranizi (2013) Cooperative learning. Retrieved 2019 August 27

from https:www.sciencedirect. com

Hwang G. (2018) cooperative learning methods. Retrieved 2019 August 27 from

https://www.o.freebasics.com/https/www.hindwai.com/journals/edri/2018/6

202484

Jayesh K. Gupta (2017) International Conference on Autonomous Agents and

Multi Agents Systems. Retrieved 2019 August 27 from et.al-

https://scholar.Google.com.ph

Johnson and F. Johnson (2009) Placing students in groups and expecting them

to work together will not necessarily promote cooperation. Retrieved 2019

August 27 from https://ro.ecu.edu.94

 44

Johnson et.al, (2014) Cooperative learning is characterized by positive

interdependence. Retrieved 2019 August 27 from

https://cft.vanderbuilt.edu

Kamuran Ferim (2009) Educational studies in mathematic. Retrieved 2019

February 27 from https://link.springer.com/article/10.1007/510649-009-

9197-Y

Mina T. and Miranda B. (2010) Cooperative learning has increasingly become a

popular form of active pedagogy employed in academic institution.

Retrieved 27 August 2019 from

https://www.o.freebasics.com/https/www.hindwai.com/journals/edri/2018/6

202484

Nwabeza A. (2018) Findings revealed among others that cooperatively taught

students tend to exhibit higher academic achievement. Retrieved 2019

August 27 from https://www.researchgate.net/publication/324058745-The-

Im-Publications-Of-Cooperative

Palomares (2013) teaching strategies. Retrieved 2019 August 27 from

https://Eric.ed.gov/zid=E51066757

Quisara P. and Sadia B. (2012) cooperative learning is superior to traditional

method and there are significant differences between the two. Retrieved

2019 August 27 from https://ir.viowa.edu/etd/1437

Shetter (2012) Cooperative Learning Theory. Retrieved 2019 August 27 from

https://www.research gate net/publication 1281102103

 45

Slavin (2017) Effectiveness of Cooperative Learning on Students Academic

Achievement. Retrieved 2019 August 27 from https://www.research

gate.net/publication 128110210

Teacher Vision (2019) Cooperative learning changes student’s and researcher’s

roles in classroom. Retrieved 2019 August 27 from

https://www.O.freebasics.com/https/www.teachervision.com/professional

development/cooperative learning

Xiamin Yang et.al (2018)The Internet Higher Education. 2019 August 27 from

https://scholar.Google.com.ph

Yusri et, al, (2013) Journal of Advanced English Study. Retrieved 2019 August

27 from https:www.nmu.edu
 APPENDIX A
GANTT CHART OF ACTIVITIES

FIRST SEMESTER, S.Y. 2017 – 2018

ACTIVITIES JUNE JULY AUGUST SEPTEMBER OCT
1.Submission of
Proposed Title

2. Title Defense

3. Search for
Related
Literature and
Studies
4.Writing
Chapters 1 – 3
5. Checking
and Revising
Chapters 1 – 3
6.Preparation &
Validation of
Questionnaire -
Checklist
8.Permission to
Conduct the
Study
9.
Administration
of
Questionnaire -
Checklist
10. Retrieval of
Questionnaire
Checklist
11.Tallying,Tab
ulating &
Analyzing of the
Questionnaire
Checklist
12.Revision of
Chapter 1 -3
13.Writing of
Chapter 4-5
14. Checking
and Revising of
Chapters 4 – 5
14.Final Oral
Defense
15.Revision of
Chapters1 – 5
16.Final
Printing of
Manuscript
17. Book
Binding
18. Submission
of Hardbound
copies
 APPENDIX B

PERMIT TO CONDUCT THE STUDY

 APPENDIX C

CERTIFICATE OF VALIDATION
 APPENDIX D
CHECKLIST
DIRECTIONS: The questionnaire checklist aims to test the acceptability of the
developed Cooperative Learning Activities. Please read the following items
carefully to determine the acceptability of the materials using the scale and
verbal interpretation below.

Scale Verbal Interpretation

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

4 3 2 1
A. CONTENT
1 Topics are relevant, interesting, self – motivating and at the
level of understanding of students.
2 The contents are simple and comprehensive.
3 The explanation and discussion of the topic are clear and
easy to understand.
4 Important concepts and ideas are generated from the
students’ point of view.
5 Prior knowledge is evident in the topic.

B. INTEGRATION OF ACTIVITIES
1 The topic is introduced through social approach. (i.e
groupings)
2 The activities lead the students to better understand the
lesson.
3 The activities enable the students to share ideas and
brainstorm.
4 The activities stimulate a positive interdependence
between students.
5 The activities enable students to have individual
accountability within their group.
 APPENDIX E
PRE-TEST AND POST-TEST
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Rizal
VICENTE MADRIGAL INTEGRATED SCHOOL
Senior High School
Palangoy, Binangonan, Rizal

Name:_____________________________Section:___________Date:________

CHARACTERISTICS OF TRENDS AND FADS

(Pre-test)
INSTRUCTION: Identify if the following statement is related to a trend or a fad.
Write T if it’s trend and F is it’s a fad.

_____1. A temporary event usually called “flash in the pan”.

_____2. It has a longer staying power and enjoy a long period of
popularity.
_____3. It enjoys a few months of unexpected popularity but
disappears just as quickly it appears.
_____4. It appears in a single industry and rarely crosses over into
others.
_____5. It has a prospect of becoming a long-term influence on the
future market.
_____6. Ideas that are rooted on the peoples cultural Traditions,
Belief and Values.
_____7. It has identifiable and explainable increases caused by the
consumer needs in consonance with other consumers
lifestyles.
_____8. It is determined by an emotional need to purchase based of
publicity and fervent product opinions.
_____9. Crocs rubber clog footwear.
_____10. Flat screen LCD and LED televisions.
 53
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Rizal
VICENTE MADRIGAL INTEGRATED SCHOOL
Senior High School
Palangoy, Binangonan, Rizal

Name:____________________________Section:___________Date:________

CHARACTERISTICS OF TRENDS AND FADS

(Post-test)
INSTRUCTION: Identify if the following statement is related to a trend or a fad.
Write T if it’s trend and F is it’s a fad.

_____1. A temporary event usually called “flash in the pan”.

_____2. It has a longer staying power and enjoy a long period of
popularity.
_____3. It enjoys a few months of unexpected popularity but
disappears just as quickly it appears.
_____4. It appears in a single industry and rarely crosses over into
others.
_____5. It has a prospect of becoming a long-term influence on the
future market.
_____6. Ideas that are rooted on the peoples cultural Traditions,
Belief and Values.
_____7. It has identifiable and explainable increases caused by the
consumer needs in consonance with other consumers
lifestyles.
_____8. It is determined by an emotional need to purchase based of
publicity and fervent product opinions.
_____9. Crocs rubber clog footwear.
_____10. Flat screen LCD and LED televisions.
 54
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Rizal
VICENTE MADRIGAL INTEGRATED SCHOOL
Senior High School
Palangoy, Binangonan, Rizal
Name:____________________________Section:___________Date:________

DIFFERENCES BETWEEN TRENDS AND FADS

(Pre-test)
INSTRUCTION; Identify the differences of trends and fads by choosing to the
word pool below.
1. A fad enjoys a few months of popularity but disappears as quickly it
appears but a trend remains popular for a few decades.__________
2. A fad often appears in a single industry and rarely crosses into
others.__________
3. A trend is rooted to the people tradition, belief and values and connected
in the society’s culture.__________
4. A trend shows an increase or decrease and they also have the potential to
slow down and decline.__________
5. A trend popularity increases because of the consumers needs but a fad
are determined by an emotional need to purchase.__________
6. Trends develop slowly while fads increase and decrease and eventually
die out quickly.__________
7. Another difference of a fad and a trend is overall quality. Fads are rarely
expected to last longer but trends last for even a decade.__________
8. Investing faddish items are risky for companies know for selling trend
because of this smaller companies often have the flexibility to promote
faddish items.__________
9. A trend usually includes several brands or products that are applicable to
diverse consumers while a fad normally includes a single brand or
product.__________
10. Trends have deeper cultural roots and fads cross borders
easily.__________

Duration of time Consumers adoption and perception of

overall quality
Number of industries affected Industry acceptance

Cultural roots Scope

Reason for rise Incubation period and life span

 55
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Rizal
VICENTE MADRIGAL INTEGRATED SCHOOL
Senior High School
Palangoy, Binangonan, Rizal
Name:_____________________________Section:___________Date:________

DIFFERENCES BETWEEN TRENDS AND FADS

(Post-test)
INSTRUCTION; Identify the differences of trends and fads by choosing to the
word pool below.
1. A fad enjoys a few months of popularity but disappears as quickly it
appears but a trend remains popular for a few decades.__________
2. A fad often appears in a single industry and rarely crosses into
others.__________
3. A trend is rooted to the people tradition, belief and values and connected
in the society’s culture.__________
4. A trend shows an increase or decrease and they also have the potential to
slow down and decline.__________
5. A trend popularity increases because of the consumers needs but a fad
are determined by an emotional need to purchase.__________
6. Trends develop slowly while fads increase and decrease and eventually
die out quickly.__________
7. Another difference of a fad and a trend is overall quality. Fads are rarely
expected to last longer but trends last for even a decade.__________
8. Investing faddish items are risky for companies know for selling trend
because of this smaller companies often have the flexibility to promote
faddish items.__________
9. A trend usually includes several brands or products that are applicable to
diverse consumers while a fad normally includes a single brand or
product.__________
10. Trends have deeper cultural roots and fads cross borders
easily.__________

Duration of time Consumers adoption and perception of

overall quality
Number of industries affected Industry acceptance

Cultural roots Scope

Reason for rise Incubation period and life span

 APPENDIX F
DOCUMENTATION
 APPENDIX G
CURRICULUM VITAE

MARK RYAN G. AMISTOSO

Personal Data

Date of Birth :November 11, 2001

Place of Birth :Binangonan, Rizal
Age :18
Gender :Male
Civil Status :Single
Father :Ramil Amistoso
Mother :Jacquelin Amistoso

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Darangan Elementary School

 58

MAE D. ARELLANO

Personal Data

Date of Birth :May 13, 2001

Place of Birth :San Juan, Batangas
Age :18
Gender :Female
Civil Status :Single
Father :Efren Arellano
Mother :Agnes Arellano

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Dona Susana Memorial Elementary

School
 59

ROCHELLE ANN B. BALLADARES

Personal Data

Date of Birth :August 17, 2002

Place of Birth :Tabaco City, Albay
Age :17
Gender :Female
Civil Status :Single
Father :Richard Balladares
Mother :Francia Balladares

Educational Background

Secondary education :Belison National School

Primary education :Baclaran Elementary School

 60

ROXANNE CHEEN M. CATUAN

Personal Data

Date of Birth :September 25, 2002

Place of Birth :Binangonan, Rizal
Age :17
Gender :Female
Civil Status :Single
Father :Dennis Catuan
Mother :Liezl Catuan

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Malalim Elementary School

 61

ALTHEA C. CEQUENA

Personal Data

Date of Birth :September 14, 2002

Place of Birth :Binangonan, Rizal
Age :17
Gender :Female
Civil Status :Single
Father :Reynante Cequena
Mother :Angelica Cequena

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Darangan Elementary School

 62

KRISTINE JOY D. DELOS SANTOS

Personal Data

Date of Birth :November 13, 2001

Place of Birth :Angono, Rizal
Age :18
Gender :Female
Civil Status :Single
Father :Vergillo Delos Santos
Mother :Lucille Delos Santos

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Dona Susana Memorial Elementary

School
 63

JAIMIE ANNE M. FORTU

Personal Data

Date of Birth :November 27, 2001

Place of Birth :Binangonan, Rizal
Age :18
Gender :Female
Civil Status :Single
Father :Jaime Fortu
Mother :Mary Ann Fortu

Educational Background

Secondary education :Vicente Madrigal Integrated School

Primary education :Darangan Elementary School

 64

DEBORAH JOY C. GULFAN

Personal Data

Date of Birth :August 13, 2002

Place of Birth :Binangonan, Rizal
Age :17
Gender :Female
Civil Status :Single
Father :Gulinboy Gulfan
Mother :Ma. Cinema Gulfan

Educational Background

Secondary education :Bacungan National High School

Primary education :Dona Susana Memorial Elementary

School
 65

JERICO B. MESA

Personal Data

Date of Birth : September 16, 2001

Place of Birth : Libis Binangonan, Rizal
Age : 18 years old
Gender : Male
Civil Status : Single
Father : Mhenandro Mesa
Mother : Beverly Mesa

Educational Background

Secondary education : Vicente Integrated School

Primary education : Libis Elementary School

 66

JERIMIAH PSALM B. MONZON

Personal Data

Date of Birth :July 16, 2002

Place of Birth :Pasig City
Age :17
Gender :Male
Civil Status : :Single
Father: : Romeo Monzon
Mother: : Judy Monzon

Educational Background

Secondary education : Vicente Madrigal National High School

Primary education : Mabuhay Homes Elementary School

 67

MAUI HART B. SISON

Personal Data

Date of Birth :August 1, 2002

Place of Birth :Angono,Rizal
Age :17
Gender :Female
Civil Status :Single
Father :Jesty Sison
Mother :Rosalyn Sison

Educational Background

Secondary education Mahabang Parang National High School

Primary education Mahabang Parang Elementary School