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EXTENDED ABSTRACT
This study aims to enhance the collaborative skills of students through
conducting collaboration activities in learning the Ecosystem. This research utilizes
pretest-posttest and employs descriptive research designs. It uses modified activities
about the lesson on Ecosystem and utilizes a Collaboration Rubric to rate the modified
activities. The paired t-test is then used to analyze the data.
The In-Service teachers evaluated the 1st and 2nd adapted activity and are rated
as fair. Thus, the modified activities were enhanced since the ratings of each activity did
not meet the criterion of the collaboration rubric. As for the 3rd adapted activity is rated
as excellent and is ready for implementation. The evaluators provided comments and
suggestions such as producing colored pictures on the activities, omitting some
questions, and making the words simpler to enhance the activities.
The findings of the study shows the students’ performance in the posttest is
higher than the pretest which indicates that there is a significant difference between the
two tests given. The students’ conceptual understanding was also improved after
conducting the activities. Some students’ outputs were Outstanding, Satisfactory, Fairly
Satisfactory and Did Not Meet the Expectation. These results indicate that the students
learned and developed their collaborative skills. The students found the activity
interesting, enjoyable and useful. Furthermore, they understood the concept behind the
activity.
Keywords: Collaboration, 21CLD, Enhanced Activities
_______________
Related Literature
Twenty first century learners have incredibly diverse learning interests, needs,
and aspirations. Engaging middle school students and sculpting successful, confident,
and creative learners is a constant endeavor for educators (Quinn, 2015).
The traditional focus on knowledge requires to be substituted by 21st Century
Skills and competencies that are necessary for working in future real life contexts.
These skills demand significant changes in the curriculum. Teachers need to be
supported to implement these 21st Century Skills in their daily practices (Klaver, 2014).
Every 21st Century Skills implementation requires the development of key
academic subject knowledge and understanding among all students. Those who can
think critically and communicate effectively must build on a base of key academic
subject knowledge (The Partnership for 21st Century Learning, 2015).
There is growing agreement in many countries that students need more than rote
subject matter understanding to succeed in this rapidly changing world. Instead, they
need to be skilled at collaborating, constructing deep subject-matter knowledge, solving
real-world problems, using information and communication technologies (ICT) in
powerful ways, and a host of other 21st Century Skills that traditional schooling models
rarely promote. 21st Century Learning Design (21 CLD) helps teachers build
opportunities for students to develop these skills in their classroom (21st Century
Learning Design (21CLD), 2016).
According to Jones (2015), students seek companionship and collaborative
activities in the classroom. Harnessing that and teaching them how to collaborate is
critical in ensuring they learn this skill and apply it successfully in all educational and life
situations. Coming together is a beginning. Keeping together is progress.
Furthermore, according to the study of Damit, Shahrill and Roslan (2015),
entitled Investigating the Effectiveness of an Assessment Task through Collaboration in
a Bruneian Classroom, a well-desig ned assessment task was one of the ways in
helping the students acquire and develop the essential collaborative skills. To achieve
such skills at the highest level, the students need to fulfill the four main criteria which
are: (1) cooperation with team members, (2) shared responsibility, (3) making
substantive decisions together and, (4) interdependent students’ work. Furthermore, the
consistency in working as a group to complete the given task throughout the lessons is
crucial to ensure that every student learn the skills. A group work is not consistent when
group members do not engage themselves to participate in their group discussions and
fail to contribute any ideas at certain lessons even though all the team members may be
involved in giving presentation for their project during the final lesson intervention. This
is due to the fact that assessment is made throughout the lessons and not only during
the presentation session.
A study by Magsayo (2011), entitled Investigating Herbal Medicine in the
Community: WebQuest Activity, utilized pretest-posttest in one group design with a
qualitative support using the perception questionnaire which consists of questions
regarding the activity. It showed that there was a positive shift in the performance of the
students. Collaboration skill ranked first among the 21st Century Skills that was most
developed by students. For them, teamwork is essential in achieving desired output.
The students also recognized the importance of cooperation, helping one another, and
sharing ideas. Thus, the designed webquest activity on herbal medicine improved the
academic performance of the students. The activity also helped the students develop
21st Century Skills such as collaboration, self-direction, technology literacy, and
creativity.
In the study entitled Assessing Students’ Collaboration and Problem Solving
Skills in a Group Activity conducted by Magsayo, et.al (2013), results revealed that the
students often developed the following skills: helping direct the division of tasks,
contributing facts and opinions, identifying necessary changes and encouraging group
action for change, inviting everyone’s participation, and responding enthusiastically to
each member. The students expressed that they felt good about what they were able to
contribute to the group. The researchers observed the students as they planned,
designed and constructed their models. Results showed that four out of seven teams
scored “good”, two groups scored “very good” and one group scored “excellent”. This
implies that students still need support on how to enhance their collaboration skills in a
group activity. A significant increase in students’ posttest scores was also noticed as
compared to the pretest scores.
40
Pretest and Posttest Result
30
Scores
20
10
0
13
21
29
37
17
25
33
41
45
49
53
57
61
65
69
73
77
81
85
89
93
97
5
1
101
105
Student Respondents
pretest posttest test items
SD Difference 0.004143
t-value -5.79*
p-value 2.48E-08
*Significant at = 0.05
H0: There is no significant difference between the scores of the students in pretest and posttest.
. Table 3 shows the comparison between the means of the pretest and posttest of
the student respondents, revealing a significant difference between the two tests. The
table shows the computed mean of 10.31 for the pretest and the computed mean of
13.35 for the posttest. Moreover, the researchers calculated the difference of both
pretest and posttests, with a mean of -3.037, and the computed performance of the
students with a t-value of -5.79. This result indicates that there is a significant difference
between the scores of the students from the pretest and posttest.
17
15
13
Group Number
11
Activity 3
9
Activity 2
7
Activity 1
5
1
0 20 40 60 80 100 120
Percentage
Figure 4 shows the samples of an outstanding student output from the activity.
This output has a rating that ranged from 90-100 and was marked as “Outstanding”
based on the DepEd K to 12 Grading System.
Figure 5 reveals that the students found the enhanced activities conducted to
have values and are useful. The students gave an overall rating of 2.54 (Very True) of
the activities. They were interested and have enjoyed doing the activities with an over-
all rating of 2.35 (Very True). Also, it shows that the students have a perceived choice
on doing the activities with an over-all rating of 2.34 (Very True). This implies that the
students had gained values and perceived the activities useful and they were interested
in doing the activities. They also enjoyed performing their tasks and they were willing to
perform the activities.
2.6
2.55
2.5
2.45
Rating
2.4
2.35
2.3
2.25
2.2
Values and Usefulness Interest and Enjoyment Percieved Choice
Perception
Conclusion
There is a significant increase on the performance of the students in the posttest
compared to the pretest. This shows that the difference between the result of the pretest
and posttest of the students is highly significant. The students’ conceptual
understanding was improved after conducting the activities. Some students’ outputs
were marked Outstanding, Satisfactory, Fairly Satisfactory and Did Not Meet the
Expectation. Thus, this implies that the enhanced activities assured the learning and the
improvement of the collaborative skills of the students on the lesson about the
Ecosystem.
Recommendations
1. Teachers who will evaluate the activities on collaboration may be chosen on the basis
of their knowledge about 21 CLD.
2. Since DepEd utilizes the K to 12 Learners Module, it is recommended for the
curriculum implementers to review and utilize the activities that promote 21 st century
skills.
3. Future researchers may use other activities in the different learning areas
found from the K to 12 Curriculum Guide that enhances 21 st Century Skills to
determine its impact to the students by utilizing the 21 CLD rubrics
4. Teachers need to attend trainings/ seminar workshops about 21 st century skills for
them to implement the activities properly.
References
Damit, Shahvill and Roslan (2015). Investigating the Effectiveness of an Assessment
Task through Collaboration in a Bruneian Classroom Retrieved: March 21,
2016 from, http://www.mcser.org/journal/index.
php/mjss/article/viewFile/8010/7675
Jones (2015). 21st Century Skills: Collaboration Retrieved: March 21, 2016 from,
http://search.proquest.com/pqcentral/docview/1713526258/fulltextPDF/581DAD
F45CBE4909PQ/9?accountid=141440
Klaver (2013). Implementing 21st Century Skills in Dutch secondary education.
Retrieved: March 21, 2016 from, http://essay.utwente.nl/66642
/1/Klaver%20B.%20%20S1220713%20%20masterscriptie.pdf
Quinn (2015). Collaborative Learning Design in the Middle School: Sculpting 21st
Century Learnes. Retrieved: March 21, 2016 from, http://web.b.ebs
cohost.com/abstract?
The Partnership for 21st Century Learning. (2015). Retrieved: March 21, 2016 from,
http://www.p21.org/storage/documents/docs/P21_Framework
_Definitions_New_Logo_2015.pdf
Twenty-first (21st) Century Learning Design (21CLD). (2016). Retrieved March 21, 2016
from, https://www.sri.com/work/projects/21st-century-learning-design-21cld
Magsayo, Joy (2011) Investigating Herbal Medicine in the Community: Webquest
Activity retrieved: July 16, 2016 from: https://www.researchgate.net/publi
cation/283459475_INVESTIGATING_HERBAL_MEDICINE_IN_THE_COMMU
NITY_WEBQUEST_ACTIVITY
Magsayo, Joy R., Jun Karren Caparoso, Janni Grace C. Ates and Rizalyn C. Silagan
(2013) Assessing Students’ Collaboration and Problem Solving
Skills in a Group Activity Retrieved: July 16, 2016 from, https://www
.researchgate.net/publication/305379999_Assessing_Students%27_Collaborati
on_and_Problem_Solving_Skills_in_a_Group_Activity