First Sem-Second Shift

AY 2020-2021

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COOPERATIVE LEARNING STRATEGY AND ITS EFFECT
ON THE ACADEMIC PERFORMANCE IN TECHNOLOGY
AND LIVELIHOOD EDUCATION

 
 
In Partial Fulfillment
of the Requirements for the Course
Educ 211-Graduate Seminar
Major in Technology and Livelihood Education
 
 
 

December 2020
RATIONALE

Educational system in the Philippines has undergone several enhancements over time
from the pre-Spanish era to this period. Started from informal training where vocational courses
were first offered to meet the needs of the society, education has been the priority of the
governance to address the country’s struggle.

For many years, the delivery of education was a teacher standing in front of students,
who are sitting on their desks in divided rows. The medium of instruction was a stick of white
chalk and a blackboard where the teacher would write while discussing the lessons for the day.
The teacher was the organizer of the class and the students were to function as to absorb the
learning the best they could from what they saw on the blackboard or read from traditional
textbooks.

Moreover, Technology and Livelihood Education as a subject is geared towards the

development of technological proficiency and is anchored on knowledge and information,
entrepreneurial concepts, process and delivery, work values and life skills. This means that the
TLE that works is one which is built on adequate mastery of knowledge and information, skills
and processes and the acquisition of right values and skills.

Republic Act 10647, entitled An Act Strengthening the Ladderized Interface between
Technical-Vocational Education and Training (TVET) in education that leads to higher
education, middle-level manpower, entrepreneurship and employment. TLE by its nature is
dominantly a skill subject hence the teacher must engage the student in an experiential,
contextualized and authentic teaching-learning process.

However, Technology and Livelihood Education program being divided into four
components such as Information and Communications Technology, Agri-Fishery, Industrial Arts
and Home Economics where each component is still divided into different areas. This condition
left the educators to execute teaching-learning of the new curriculum excellently as much is
expected from them despite wide range of areas and several uncertainties and reluctance from
different groups.

On the other hand, teacher planning and preparation of instruction are essential parts of
instruction. The time devoted to plan and prepare the materials should not be underestimated
nor taken for granted. The learning activities made should always suit the needs of a particular
student or group. Also, the process and content of each lesson are of equal importance to
conclude successful delivery of instruction.

To keep the interaction going like what is expected, the teachers should use an
appropriate technique such as Cooperative learning. By cooperative learning, the teacher can
motivate the students to participate in the classroom. Cooperative learning is the key to deal
with children with various abilities and diverse area of intelligences. This learning method lets
the students search and find out the best path to learn given subjects by themselves. Students
are free to express what they have in mind to complete the tasks given during the lesson.

As stated by Ning (2011), this is a promising method to traditional speaking instruction

that serves as an alternative way of teaching for promoting speaking and social interaction
among students. In the opinion of Pattanpichet (2011), prior research suggests that cooperative
learning is of great effect on developing students’ speaking skills and in improving their attitudes
towards learning.

It is a group learning activity where students can exchange information in groups and in
which each learner can increase his or own and others learning. Students also give supports
and motivation to the others to be involved in learning processes. Cooperative Learning is one
of the methods that applied in Indonesia. Especially, it is applied in education world. With the
emergence of new teaching-learning methods, like cooperative learning, it means that the
government and society, care and responsible in quality of education.

As claimed by Adams (2013), cooperative learning methods, with the guidance of an

informed teacher, will have a positive impact on student achievement. Also, it is part of a group
of teaching/learning techniques where students interact with each other to acquire and practice
the elements of a subject matter and to meet common learning goals. It is much more than just
putting students into groups and hoping for the best. (Macpherson, A. 2007)

Researchers have found that 90 to 95% of the people who lose their jobs do so because
they cannot get along with other people on the job. Only 5 or 10 percent (depending on which
studies you read) of people lose their jobs because they cannot do the work. Cooperative
learning helps people learn social skills and therefore increases the chances that they will be
able to keep the jobs for which we are training them. (Macpherson, A. 2007)

Based on the foregoing connections, the study was being put into a reality. This analysis
also aims to gather relevant data that may serve as basis for an action plan in the Tanauan City
Division. It is therefore, with ardent hope that this study be deemed significant for the school,
teachers, administrators, and students.

LITERATURE REVIEW

The use of cooperative learning groups in instruction is based on the principle of

constructivism, with attention to the contribution that social interaction can make. The
consideration of the role that groups can play in this process is based in social interdependence
theory, which grew out of Kurt Koffka’s and Kurt Lewin’s identification of groups as dynamic
entities that could exhibit varied interdependence among members, with group members
motivated to achieve common goals. Morton Deutsch conceptualized varied types of
interdependence, with positive correlation among group members’ goal achievements promoting
cooperation.

Lev Vygotsky extended this work by examining the relationship between cognitive
processes and social activities, developing the sociocultural theory of development. The
sociocultural theory of development suggests that learning takes place when students solve
problems beyond their current developmental level with the support of their instructor or their
peers. According to Davidson and Major (2014), both the idea of a zone of proximal
development, supported by positive group interdependence, is the basis of cooperative learning.

Cooperative learning follows the idea as groups work together to learn or solve a
problem, with each individual responsible for understanding all aspects. The small groups are
essential to this process because students are able to both be heard and to hear their peers,
while in a traditional classroom setting students may spend more time listening to what the
teacher says.

Cooperative learning uses both goal interdependence and resource interdependence to

ensure interaction and communication among group members. Changing the role of the teacher
from lecturing to facilitating the groups helps foster this social environment for students to learn
through interaction.

THEORETICAL FRAMEWORK

According to Chiong, et.al. (2012), Cooperative learning has the potential to promote
deep learning.
In the opinion of Hall Haley et.al. (2011), teachers need to apply methods and strategies
for learner-centered instruction and a promising method to traditional speaking instruction is the
Cooperative Learning Approach.
In teaching model, according to Valdez (2015), the teacher will act as facilitator – which
sharply contrasts traditional teaching and facilitation of learning. As pointed out, a teacher tells,
a facilitators asks; a teacher lectures from the front, a facilitator support from the back; a teacher
gives answers according to a set of curriculum, a facilitator provides guidelines and creates the
environment for the learner to arrive at his or her own conclusions; a teacher mostly gives
monologue, a facilitator is in continuous dialogue with the learners. A facilitator should also be
able to adapt the learning experience “in mid –air” by using his or her own initiative in order to
steer the learning experience to where the learners want to create value. There are critical
attitudes to be developed by the students to develop higher order thinking skills, namely;
intellectual honesty, deep respect for reason, commitment to mathematical and science
principles, willingness to judge even against himself, love for truth, and strong drive to clarity.

Based on Gamit, et.al. (2017), it is believed that cooperative learning can considerably
improve students’ level of performance in the subject compared to the conventional/traditional
method of teaching. Cooperative learning is defined and conceptualized by many related
literatures as a teaching method whereby students support each other by working in a team.
Each student contributes their own effort to promote the group performance. Learners elaborate
concepts that promote deep understanding while teachers act as facilitators by providing
instructional materials. In cooperative learning, they are actively involved in the process of
learning and understanding very much different from conventional learning where teacher is
viewed at the core of the learning process. The method of cooperative learning is deemed better
because it takes place through socialization by working together and achieving common
learning goal while developing the students well rounded personality and longer learning
retention

CONCEPTUAL FRAMEWORK

In line with this, Valdez (2015), concluded that this technique is very useful for
enhancing students’ ability to think and to lessen or avoid misconceptions of ideas that could be
 develop if the teachers will always use the traditional method of teaching. This technique
enhances the thinking skills of the students. Teaching thinking provide students with meaningful
purposeful activities and allowing them to work with experts who encourage them to see the
world in particular ways. On pedagogy, effective teaching occurs where the teaching experience
structured by the teachers matches the needs of the learners. It includes tasks which develop
the individual student’s knowledge, skills, attitudes, and understanding in such a way that the
students are applying past knowledge as appropriate in laying the foundation for the next stage
of learning. Learning is an act of construction when students generate new meanings from
incoming information by linking it with prior knowledge. This implies that less time is spent in
interacting with apparatus, worksheets, and instruction, and more time devoted to reflection and
discussion on some interactive activities
Based on Nerona (2017), 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. It is recommended, therefore, to include collaborative learning
as teaching-learning activities in the outcomes-based syllabus to enable the graduates of the
engineering programs to function in multidisciplinary teams, to identify, formulate and solve
engineering problems, to communicate effectively, and to recognize the need for, and an ability
to, engage in life-long learning. Conducting further studies on collaborative learning on a larger
scope is suggested, studies that cover courses across curricula, to further strengthen the
inclusion of collaborative learning and other active learning strategies in the outcomes-based
education system.
With the different insights and ideas from the literature and study, it would be a great and
big help in conducting the present study.

RESEARCH PARADIGM

INPUT PROCESS OUTPUT

I. Cooperative Learning Activities The use of checklist in Significant/Non-significant

(Macpherson, A.) in TLE for:
• climate setting
• group function
• accountability
• knowledge and comprehension
• application, analysis
• synthesis and evaluation
gathering of data to
support the topics of
investigation formulated
under the statement of
the problem.
Data Gathering
relationship between the
practices of teachers employ
in teaching TLE Subject and
the extent of utilization of
cooperative learning strategy
• reflection relationship between the
• activities to complement projects practices of teachers employ
• activities to acquire feedback in teaching and the level of
Analysis and
• activities to end a course. academic performance in
interpretation of the
data TLE Subject of the
II. Practices of teachers employ in respondents
teaching TLE as perceived by the
teachers in relation to: Statistical tools to
Methods and Techniques provide accurate and Proposed Action Plan in TLE
Instructional Materials interpretable data

III. Academic performance of

students in TLE at Tanauan City
WEST III District.

Cooperative Learning Strategy and its Effect on the Academic

Performance in Technology and Livelihood Education

Figure 1. Research Paradigm

The first block which is the INPUT box contains the Cooperative Learning Strategies as
studied by Macpherson A (2002). The lower part of the same block contains the practices of
teachers employed in teaching TLE Subject as perceived by the teachers in relation to the
methods and techniques as well as the instructional materials.
The second block which is the PROCESS contains the administration of questionnaire,
data gathering procedure, analysis and interpretation of the data, and statistical tools used in
the study.
The last block which is the OUTPUT includes the Significant/Non-significant relationship
between the practices of teachers employ in teaching TLE Subject and the extent of utilization
of cooperative learning strategy. Significant/Non-significant relationship between the practices of
teachers employ in teaching and the level of academic performance in TLE Subject of the
respondents and the Proposed Action Plan in TLE.

STATEMENT OF THE PROBLEM

The study aims to determine the relationship of cooperative learning strategy and its
effect on the academic performance in Technology and Livelihood Education of secondary
students in West III Tanauan City Division.
 Specifically, it aims to answer the following questions:

1. To what extent does the teachers utilize the following Cooperative Learning Strategies
as perceived by the teachers in Technology and Livelihood Education in terms of:
1.1 climate setting;
1.2 group function;
1.3 accountability;
1.4 knowledge and comprehension;
1.5 application, analysis;
1.6 synthesis and evaluation;
1.7 interaction and practice;
1.8 reflection;
1.9 activities to complement projects;
1.10 activities to acquire feedback; and,
1.11 activities to end a course?

2. What are the practices of teachers employ in Technology and Livelihood Education as
perceived by the teachers in relation to:
2.1 methods and techniques; and,
2.2 instructional materials?
3. Is there a significant relationship between the practices of teachers employed in teaching
Technology and Livelihood Education and the extent of utilization of cooperative learning
strategy?
4. What is the level of academic performance in Technology and Livelihood Education of
the secondary students based on their final grade?
5. Is there a significant relationship between the practices of teachers employ in teaching
and the level of academic performance in Technology and Livelihood Education of the
respondents?
6. Based on the findings of the study, what action plan can be proposed?

HYPOTHESIS

1. There is no significant relationship between the practices of teachers employ in teaching

Technology and Livelihood Education and the extent of utilization of cooperative
learning strategy.
2. There is no significant relationship between the practices of teachers employ in teaching
and the level of academic performance in Technology and Livelihood Education of
the respondents.

RESEARCH METHODS

The researcher will utilize the descriptive method of the research guided with the
definition of descriptive method of research given by Good (2001) who professed that this
method is directed in ascertaining the normal typical and current conditions existing in a
particular place. It is concerned with the condition of relationship that exist the process of
developing and finding the truth.

The respondents of this study are the secondary Technology and Livelihood Education
Teachers of during the academic year 2020-2021 in West III Tanauan City Division.

Instrument will adopt activities / strategies developed by Macpherson A., 2007 which
elaborated different cooperative strategies applicable to TLE programs that will be distributed to
teachers along with the strategies that they are currently working on with their classes.
Performance o the students will also be collected.

Data collected from the responses of the teachers to the questions will be treated using
the following statistical tool, namely: frequency count, weighted mean, percentage and
correlations. Correlation coefficients will be used to measure the strength of the relationship
between two variables. Pearson correlation is the one most commonly used in statistics to
measure the strength and direction of a linear relationship between two variables.

REFERENCES

1 Adams, A. 2013. Cooperative Learning Effects on the Classroom, Northern Michigan

University. Retrieved from:
https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/
Adams_Anthony_MP.pdf
2 Chiong, R. et.al. 2012. Collaborative learning in online study groups: An evolutionary game
theory perspective. p. 81-101, Journal of Information Technology Education: Research
3 Gamit, A. et.al. 2017. The Effects of Cooperative Learning in Enhancing the Performance
Level of Grade-10, Vol.5 No.12, Journal of Applied Mathematics and Physics.
4 Haley, M.H. 2001. Understanding Learner‐Centered Instruction from the Perspective of
Multiple Intelligences.
5 Macpherson, A. 2007. Cooperative Learning Group Activities for College Courses: A Guide
for Instructors. Retrieved from https://uca.edu/core/files/2019/07/Collaborative-guide.pdf
6 Nerona, G. 2017. Enhancing students' achievement and self-assessed learning outcomes
through collaborative learning strategies in various engineering courses.
7 Ning, H. 2011. Adapting cooperative learning in tertiary ELT. ELT Journal. To Chinese
tertiary learners. p. 99–116. Effective Education, 2(2).
8 Pattanpichet, F. 2011. The Effects Of Using Collaborative Learning To Enhance Students
English Speaking Achievement.
9 Republic Act 10647. 2014. An Act Strengthening the Ladderized Interface between
Technical-Vocational Education and Training (TVET).
10 Valdez, A. 2015. Developing Critical Thinking through Activity-Based and Cooperative
Learning Approach in Teaching, Vol. 5 No.1., p.139, International Journal of Social Science
and Humanity
11 Vygotsky, L. 1930. Sociocultural Theory of Cognitive Development