Chapter I

INTRODUCTION

Background of the Study

We are living in a 21st century which means in an era where millennial are dominating

the society most of the time we seek help with others who are experts in a particular field for

instance you have difficulties in the subject math so fortunately we have friends that are there for

us to assist us, we cannot live without the others naturally we should help each other and make

use of the manpower and promote good relationships with other individuals because we can

work faster with many hands working together we can finish any output if collaborating with

others and not only we make good efforts but good camaraderie as well. Team work in any field

is important so that we can build good relationship and fellowship with them when we say

collaboration we are working towards a goal and we share it with other group mates or partners

whom we work with for one vision and goal for success of the output or the project. According

to "Teamwork is the ability to work together toward a common vision Andrew Carnegie, 2014).

The ability to direct individual accomplishments toward organizational objectives. It is the fuel

that allows common people to attain uncommon results." Now it also means that without

camaraderie we cannot achieve something great alone. What makes us unique specially is that

we Filipinos cannot live without the help of our parents and other peers because it has been

generations that we have been practicing as Filipinos it has been our culture, as they say "No

man is an island" we are not promoting individualism unlike other countries like the United

States it's their culture because our practices are different than them. If you have camaraderie on

your side it's like you feel the warm feelings of friendship, closeness and loyalty shared among a

group or a team of people. In cooperating with other people all members should have skills or

1
abilities in order to perform and to collaborate with each other so that no conflict or

misunderstanding would occur in terms of teamwork. In promoting good quality of friends, we

have to know them personally first so that we can be comfortable with them as we work towards

a common goal of course we also have to promote good relationships with others before working

towards a common goal and for the common good of the group or the team. If we are working

we should not think of it as business but as people, because people are the most important factors

that contributes to us and they are the core who we work with. (Suttie, 2014: p.5)

"As humans, we are drawn to helping one another, naturally want to connect with others,

and seek groups/teams to identify with and feel a part of" (Jeff Schott, Aug 23,2013).

Commitment to the peers is absolutely important. commitment to their peers when they have

faced a common challenge and worked together to achieve success. Sharing stories about team

success, specifically how the team partnered to overcome obstacles, is very valuable, yes since

you form bonds with your group mates and you get to know them personally not just bond but

memories that you get to share with them as your camaraderie. There are many tasks that you

can complete if you have your camaraderie helping you with the task because teams are the most

basic structure of how the projects, tasks or outputs are organized and managed by the team. 1

People naturally feel a stronger sense of connection to closer-in groups than to larger groups of

course since you know who you are with within your group that to the larger groups that you

don't even consider as your acquaintance according to an organizational development expert he

stated that "there is a desire in each of us to invest in things that matter, and to have the

organizations in which we work successful. Our task is to create organizations in we believe in,

to be part of creating something we care about so we can endure the sacrifices, risk, and

adventure that commitment entails(Peter Block,2010). "There are many benefits that you can get

2
in working together in team the advantages of working with your camaraderie are first is that you

have advantage in diversity of knowledge, ideas, and even tools for the contribution of the

members perhaps. In building your own team it takes time effort and it follows stages in which

as a team of strangers that will become a united team with a common goal, as a camaraderie your

team has to be cohesive in order to attain a common goal (Jeff Schott,2013). It is important first

that if we have to start building a team we have to value the cooperative learning in the

classroom so that it would be integrated and also to break those intergroup barriers that occur in

every classroom it has a long history for research. A 1995 review of the research on cooperative

learning by Robert Slavin showed that “…when students work in ethnically mixed cooperative-

learning groups, they gain in cross-ethnic friendships” and that “the effects of cooperative

learning on intergroup relations are strong and lasting.” In other words, students who work

together cooperatively, rather than competitively, are most likely to form intergroup friendships.

Though cohesiveness is crucial and a determinant factor of course for the team effectiveness,

cohesiveness alone will not work without the commitment of your camaraderie. Hence, you

cannot achieve something without the assist of your teammates when you have all the manpower

that you need foundation is created the result is limitless and never-ending creativity will be

produced by your own group mates because of the thoughts that you share with each other not

only thoughts but also the mutual respect of course and the leaders of the groups should inspire

the team so that it would create an energy that will boost the moral ale of your camaraderie

(Daniela Molanau,2007: p 2).

3
Theoretical and Conceptual Framework of the Study

The Sirota three-factor way theory states that high enthusiasm or the intense or eager

enjoyment, interest, or approval at work usually means eagerness, and at the same time

willingness to work hard in order for them to work efficiently in a group is to work together. An

individual must have high enthusiasm to have the willingness to work if he/she has willingness

there will be an eagerness or determination to complete a task or output given by them. This

shows that by the help of group activities or by participating it leads a way to build a mutual trust

and friendship among people who spend a lot of time together.

There are three fundamental principles of Sirota three-factor theory. The first one is the

organization's goals are not in conflict with the workers' goals. Another is workers have basic

needs that organizations should try to meet. Finally, staff enthusiasm is a source of competitive

advantage. In order to attain good camaraderie these factors should be observed there are a lot of

factors why conflicts occurs in a group it’s because they lack good relationship, bond and they

didn’t get a chance to know each other so the chances of conflict is high. Motivation is a good

factor to raise the moral of the group in order for them to work faster and so that they have a

reason to work hard to achieve the good result of their work. There are also three factors, which

together builds enthusiasm first the equity or fairness in this part people want to be treated fairly

at work. The second is achievement which means people want to do important, useful work, and

be recognized for this. Lastly, the camaraderie which means people wants to enjoy good

relationships with their co-workers.

4
 Effectiveness of Group Activity to Promote Camaraderie
among Grade 12 Humanities and Social Science

Student in Leyte National High School

Grade 12 Humanities and Social Science Student

Identify the
percentage of the
Determine the
Promoting student who prefer
importance of group
camaraderie group activity in
activity
promoting
camaraderie

Statement of the Problem

5
 The main problem of the study is to determine the effectiveness of group activity to

promote camaraderie among Leyte National High School- Grade 12 HUMSS students.

Specifically, it seeks to answer the following questions:

1. How effective group activities are in promoting camaraderie among Grade 12

Humanities and Social Sciences students?

2. What percentage of the Grade 12 Humanities and Social Sciences students practice

group activity to promote camaraderie?

3. To what extent does this group activity will help the Grade 12 Humanities and Social

Sciences students?

Objectives of the Study

This study is simply aimed to determine the effectiveness of group activity to promote

camaraderie among Leyte National High School- Grade 12 HUMSSStudents.

Specifically this research study sought to achieve the following objectives:

1. To promote camaraderie.

2. To identify the percentage of the student who prefer group activity in promoting camaraderie.

3. To determine the importance of group activity.

Significance of the Study

The results of the study will greatly benefit the following:

Students. The results may provide information needed to the development and

improvement of their personality and behavior.

6
 Instructors. The results may serve as their guide on how to handle the students with this

kind of behavior and discover which of those factors respond to positive discipline that balances

rights and responsibilities.

The school and the organization. The study would be provided with information on the

developing the behavior of the student, raising possible solutions to prevent cramming among

students, and motivating them to do what is right.

Other researchers. This study will be a source of another research problem and can be

reproduced using additional variables in another locale setting, ad with different respondents.

The outcome will be a possible research literature for their own studies.

Scope and Delimitation

The study is concern on the effectiveness of group activity to promote camaraderie

among senior high school students in Leyte National High School for the School Year 2017-

2018.

In this study the students are engage in group activity in order to promote camaraderie.

Certainly; the study involves the senior high school students from Leyte National High School,

Tacloban City during the School Year 2017-2018.

Moreover, a questionnaire, an interviews, and statistical method were use as data-

gathering instruments.

Research Hypothesis

1. There is a significant effect of group activity to promote camaraderie.

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 2. The Senior High School students of Leyte National High School are highly engage to

group activity.

3. Camaraderie has a significant effect towards the Senior High School students.

Definition of Terms

In order to have an extensive evidence of this study, terms that are frequently used are

defined conceptually to establish a common understanding of their use of the reporting of this

study.

Activity. The condition in which things are happening or being done. It is the measurable

amounts of work perform to convert inputs into outputs.

Camaraderie. Mutual trust and friendship among people who spend a lot of time

together.

Group. A number of people that are located close together or classed together.

Promote. Further the process (something, especially a cause, venture, or aim); support or

actively encourage.

8
 CHAPTER II

Review of Related Literature

The social context for learning is a key feature of group discussion approaches. One of

the more prominent theoretical perspectives on how students learn from interacting with others is

based on the social constructivist view of. According to this perspective, children’s mental

functioning develops first at the interpersonal level where they learn to internalize and transform

the content of interpersonal interactions with others, to the intra-personal level where it becomes

part of their repertoire of new understanding and skills. In essence, children learn by interacting

with adults or more capable peers who scaffold or mediate learning so that they are able to

complete tasks they could not do alone. When children work together on group tasks, they often

provide information, prompts, reminders and encouragement to others’ requests for help or

perceived need for help. In fact, children are often more aware of what other children do not

understand, so, by helping them to focus on the relevant features of the problem, they can often

explain it to them in a way that can be readily understood. Moreover, as children interact

together, they have opportunities to model their thinking, reasoning and problem solving skills

on each other, receive feedback, and as a result socially construct new understandings,

knowledge and skills. When they have to justify or explain their position or ideas to others, they

are forced to reorganize their understandings so that their explanations can be easily understood.

In so doing, they often develop better comprehension of the problem than before and this, in

turn, has a positive effect on their own learning and performance. Another perspective on small

group learning is based on Piaget’s theory of socio cognitive conflict, which occurs when

children are forced to re-examine their understandings and perspectives in the light of

9
contradictions that occur from interacting with others. When this happens, children reflect on

their own understandings, seek additional information to clarify the contradictions, and attempt

to reconcile their perspectives and understandings to resolve any inconsistencies. Cognitive

conflict is a catalyst for change as it motivates children to reassess their understandings of the

world and to construct new ones that fit better with the feedback they are receiving. Interacting

with peers is a primary impetus for change because children are very forthright when stating

their ideas. They speak directly to each other in ways that can be understood easily, and children

are strongly motivated to reconcile differences between themselves and others. Furthermore,

children are often more receptive to their peers’ ideas than to those of their teachers because

peers’ ideas are seen as more personal and less threatening. (Gillies and Ashman, 2003: p 22-23)

Young pupils who work in groups learn how to compromise and resolve petty arguments

as well as making rapid progress in maths, science and reading, a new study reveals. The study

from the Institute of Education at London University suggests that teachers should act as "guides

on the side" of the groups, rather than directly teaching children in the traditional whole-of-class

way. The project, involving more than 4,000 pupils, aged between five and 14, found children

who worked together in groups made rapid progress and behaved well. Pupils became more

focused on their work and the amount of thoughtful discussion between children more than

doubled in many classes, the study found. One of the projects' researchers, Ed Baines, said:

"Group work serves the learning needs of pupils. What teachers should do is encourage pupils to

get over their personal difficulties. Teachers shouldn't dominate a group but support it. There

was "very little effective group work in schools" and most of it only occurred in PE or social

activities outside the classroom. Parents would be likely to complain when their children

reported back what had happened in class, she said. The most able teachers get children to work

10
in groups and learn to negotiate their own problems but always with the support of the teacher. A

teacher would never walk off, no one would ever do that, but children do learn to be more

independent if they work in groups. Teachers shouldn't just stand and teach whole class stuff.

That's an old-fashioned way of doing things. If children learn in groups consistently, then they

really can learn to work together. Some teachers involved in the study reported that they found it

hard not to intervene but one London teacher Jodie Corbett said: "At first we watched and

supported groups of children as they argued, shouted, sulked, cried or even stormed off. We were

very tempted to intervene, but the researchers said it was important that the children worked

through these difficulties. After a while we realised the noise we could hear was actually

productive noise. They weren't arguing or talking about last night's East Enders, they were

actively engaged with their work. They can now work together for sustained periods and solve

problems together. The study found science education in junior schools could be transformed by

grouping pupils. The results also showed significant improvements in reading and maths in

primary schools. Pupils learned to be more independent and communicate better with each other.

(Smith, 2006: p 24)

Group activities are used by many instructors on campus. Group collaboration fosters

consensus-building and task management skills and allows people with different backgrounds

and levels of experience an opportunity to come together to create something that is greater than

each member could achieve alone. While instructors understand the value collaborative activities

bring to learning, students can find these projects to be painful and frustrating. Meeting outside

of class, delegating tasks, defining roles, and dealing with group dynamics are obstacles that

students mention most. Instructors also find it difficult to know how to assess group activities in

ways that measure both the outcome and the process. Additionally, while there are many

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technologies that can be used to foster collaboration, instructors find it challenging to select the

right technology and understand how it can be used in an effective manner. Collaboration is

common in the workplace. Many businesses and work teams are faced with ill-defined

challenges that require creative and innovative solutions. These types of challenges call for

groups of people with a range of expertise to share and create new knowledge while working

together toward a solution. However, collaboration does not come naturally, and educators are

being challenged to prepare students to collaborate and provide opportunities that highlight the

value of collaboration as a tool that helps them think in new ways and become creative, effective

problem-solvers. (Gastil, 2010: p 54)

When instructors assign group projects and collaborative learning experiences, it

requires students to work with one another to learn the content and apply it to the project at hand,

while at the same time learning important lessons regarding cooperation and teamwork.

Research shows that group work can have a very positive impact on learning outcomes for many

reasons. Group work essentially creates an environment where students "teach" and explain

concepts to each other. This reinforces the information provided by the instructor and also

provides students the opportunity to "hear" or learn the material from a peer, who may be able to

explain it in a way that makes more sense to the other students. The concept of students working

in groups also promotes a setting where collaboration and cooperation are valued and produce

better results, teaching the students valuable life-long skills that are important in the professional

workplace. In order for group work to be effective, instructors must spend extra time creating a

valuable assignment that lends itself to a fair method of assessment. The assignment should be

structured in such a way that all members of a group are required to participate and must provide

each other feedback. The resources on this page will provide tips and suggestions on how to

12
effectively create a group assignment that will facilitate learning by all members of the group.

Following are lists of advantages and disadvantages of using group work and collaborative

learning the classroom. (Cohen, 1994: p 35)

Another benefit is that teamwork teaches you how to have interpersonal skills. Working

with others to coordinate schedules, meet deadlines and make decisions will strengthen your

relational interactions. Teamwork can also improve the outcome of a project because you’re able

to draw upon each other’s unique strengths. The emotional support offered from group members

is an added benefit. (Elrick, 2015: p 2)

A close, positive friendship is another important influential factor. An article in the Wall

Street Journal, “Wanted: A Best Friend,” brought to mind this fascinating concept one that many

educators (myself included) and parents alike often overlook: the relevance of close friendships

and how they relate to a child’s success in school. Having a good friend affects a child’s school

performance, too. Children tend to have better attitudes about school and learning when they

have their good friends there. Teachers notice the subtle impact of friendships good students tend

to hang out with good students. Grades matter, projects and assignments are always done and

achievement is a common thread. The carefree students hang out with other carefree students.

Being cool and popular is most important. In this group, doing well in school can even be

ridiculed. Futterman quoted “I think if I’ve learned anything about friendship, it’s to hang in,

stay connected, fight for them, and let them fight for you. Don’t walk away, don’t be distracted,

don’t be too busy or tired, and don’t take them for granted. Friends are part of the glue that holds

life and faith together. Powerful stuff.” (Futterman, 2016: p 33).

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 CHAPTER III

METHODOLOGY

This chapter presents the discussion on the research design, respondents of the study,

instruments utilized and statistical tools used to analyze the data.

Research Design

Research design is the set of methods and procedures used in connecting and analyzing

measures of the variables specified in the research study. It is the framework that has been

created to find answers to research questions.

The purpose of research design is to ensure that the evidence obtained enables you to

effectively address the research problem as clearly as possible. This study is a quantitative

research, it is associated with a naturalistic inquiry and it deals with the issue about the

effectiveness of group activity to promote camaraderie among Grade 12 Humanities and Social

Sciences Leyte National High School.

Quantitative Research used an emergent design, a design that arises during the course of

data collection. The study also employs descriptive method design. In this descriptive study, the

researcher interacts with the participants who are involved the survey or interviews to collect

necessary information and data.

Respondents of the Study

The respondents of the study were the Grade 12 Humanities and Social Science students

of Leyte National High School. A total of 104 students from 3 classes were included in this

14
study, utilizing simple random sampling. They were chosen as respondents since they are easy to

reach and they have enough experience in doing group activities.

Research Locale

The study was conducted in Leyte National High School at Lino Gonzaga Avenue,

Tacloban City. This is one of the public high schools in the Division of Tacloban City. Tacloban

City is located in the Northeastern part of the Island of Leyte, one of the islands in Eastern

Visayas or Region 8.

15
16
Research Instrument

The study utilized a questionnaire and an interview guide to collect primary data. A

Questionnaire is a research instrument consisting of a series of questions and other prompts for

the purpose of gathering information from the respondents. The survey questionnaire was

divided into parts. Part I – Demographic Profile. Part II- Survey Proper.

Validation of Instruments

The effectiveness of group activity to promote camaraderie among students were adopted

from previews researches, hence there is no need for validation.

However since the effectiveness of group activity is developed by the researchers it was

submitted to the research adviser for content validation.

Data Gathering Procedure

The researchers list down the one hundred thirty nine (139) names for the sample frame

from of all the Humanities and Social Sciences students in Leyte National High School. Using

the formula population over one plus population times margin of error squared to get the sample

size and got the result of one hundred four (104) samples. The researchers used the probability

sampling method and do the simple random sampling. Each of the names from the sample frame

was listed in a piece of paper, rolled it and place in a box. The researchers work together to get

the sample size. Someone will pick the rolled paper and the other researcher will write the picked

name until it reached the number of one hundred four (104).

17
 In gathering the data, the researchers sought permission from the Grade 12 Humanities

and Social Sciences students. The researchers also ask for permission and assistance from the

teachers.

The researchers personally administered the research instrument. The students were made

to respond to the Survey Questionnaire with the guidance of the researchers. The researchers

read the items to the students, gave the students time to ask questions, and time to indicate their

responds.

Data Analysis

The Grade 12 students of the Humanities and Social Sciences (HUMSS) responses on the

scale for the effectives of group activity to promote camaraderie was scored as follows: strongly

agree is given a weight of 5 points; agree, 4 points; neutral, 3 points; disagree, 2 points; and

strongly disagree, 1 point. Negative items will be inversely scored. The mean score will be

obtained by adding the weighted responses and the sum will be divided by the number of items.

The computed mean score will be computed as follows:

Mean Scores Suggestions

4.51 – 5.00 - Very Favorable

3.51 – 4.50 - Favorable

2.51 – 3.50 - Moderately Favorable

1.51 – 2.50 - Unfavorable

1.00 – 1.50 - Very Unfavorable

18
 CHAPTER IV
RESULTS AND DISCUSSIONS

This chapter presents the results of the study conducted at Leyte National High School

and around Tacloban City. Results are presented according to the objectives such as to promote

camaraderie; identify the percentage of the student who prefer group activity in promoting

camaraderie; and finally to determine the importance of group activity. Presented in this chapter

are the data gathered in summarized form with their statistical analysis.

Scale f %
5%
Strongly 28 27 6%
Agree 27%
Agree 36 34 Strongly Agree
Agree
Neutral 29 28 Neutral
28%
Disagree
Disagree 6 6 Strongly Disgree

Strongly 5 5
Disagree
Total 104 100 35%

Figure 1: I prefer doing individual activities in school.

As shown in figure 1, 64 students or 61 percent out of 104 students are favorable in doing
individual activities in school; 29 students or 28 percent are moderately favorable in doing
individual activities in school; and 11 students or 11 percent are unfavorable in doing individual
activities in school.

19
 Scale f %
4%
Strongly 17 16 16%
12%
Agree
Agree 37 36 Strongly Agree
Agree
Neutral 33 32
Neutral
Disagree 12 12 Disagree
32% Strongly Disgree
Strongly 5 4 36%
Disagree
Total 104 100

Figure 2: I prefer group activities in school.

As shown in figure 2, 54 students or 52 percent out of 104 students are favorable in group
activities in school; 33 students or 32 percent are moderately favorable in group activities in
school; and 17 students or 16 percent are unfavorable in group activities in school.

Scale f % 4%
16%
Strongly 17 16 15%
Agree Strongly Agree
Agree 30 29
Agree

Neutral 37 36 Neutral
Disagree
Disagree 16 15 29% Strongly Disgree

Strongly 4 4 36%
Disagree
Total 104 100

Figure 3: Group activity causes stress.

As shown in figure 3, 47 students or 45 percent out of 45 students are favorable that

group activity causes stress; 37 students or 36 percent are moderately favorable that group
activity causes stress; and 20 students or 19 percent are unfavorable that group activity causes
stress.

20
 Scale f %
7%
Strongly 23 22
Agree 22%
Agree 44 42 Strongly Agree

29% Agree
Neutral 30 29
Neutral
Disagree 7 7 Disagree
Strongly Disgree
Strongly 0 0
Disagree
Total 104 100 42%

Figure 4: Camaraderie is helpful in my academics.

As shown in figure 4, 67 students or 64 percent out of 104 students are favorable that
camaraderie is helpful in their academics; 30 students or 29 percent are moderately favorable that
camaraderie is helpful in their academics; and 7 students or 7 percent are unfavorable that
camaraderie is helpful in their academics.

2%
Scale f %
4%
Strongly 31 24 24%
Agree Strongly Agree
22%
Agree 46 48
Agree
Neutral 21 22 Neutral
Disagree
Disagree 4 4 Strongly Disgree

Strongly 2 2
Disagree 48%
Total 104 100

Figure 5: Camaraderie will bring good relationship to others.

As shown in figure 5, 77 students or 72 percent out of 104 students are favorable that
camaraderie will bring good relationship to others; 21 students or 22 percent are moderately
favorable that camaraderie will bring good relationship to others; and 6 students or 6 percent are
unfavorable that camaraderie will bring good relationship to others.

21
 Scale f %
4%
Strongly 20 19 8%
Agree 19%
Agree 40 39 Strongly Agree
Agree
Neutral 32 31
Neutral
31%
Disagree 8 7 Disagree
Strongly Disgree
Strongly 4 4 39%
Disagree
Total 104 100

Figure 6: Group activity helps me in enhancing my skills.

As shown in figure 6, 60 students or 58 percent out of 104 students are favorable that
group activity helps them in enhancing their skills; 32 students or 31 percent are moderately
favorable that group activity helps them in enhancing their skills; and 12 students or 11 percent
are unfavorable that group activity helps them in enhancing their skills.

Scale f % 3%

Strongly 21 20 11%
20%
Agree
Agree 47 45 Strongly Agree
Agree
Neutral 22 21 21% Neutral
Disagree
Disagree 11 11
Strongly Disgree
Strongly 3 3
Disagree 45%
Total 104 100

Figure 7: Group activity will boost my confidence in socializing.

As shown in figure 7, 68 students or 65 percent out of 104 students are favorable that
group activity will boost their confidence in socializing; 22 students or 21 percent are moderately
favorable that group activity will boost their confidence in socializing; and 14 students or 14
percent are unfavorable that group activity will boost their confidence in socializing.

22
 Scale f %
4%
7%
Strongly 27 27 27%
Agree Strongly Agree
Agree 41 40 22% Agree
Neutral
Neutral 25 22
Disagree
Disagree 7 7 Strongly Disgree

Strongly 4 4 41%
Disagree
Total 104 100

Figure 8: Group activities are effective in promoting camaraderie among Grade 12 HUMSS.

As shown in figure 8, 68 students or 67 percent out of 104 students are favorable that
group activities are effective in promoting camaraderie among Grade 12 HUMSS; 25 students or
22 percent are moderately favorable that group activities are effective in promoting camaraderie
among Grade 12 HUMSS; and 11 students or 11 percent are unfavorable that group activities are
effective in promoting camaraderie among Grade 12 HUMSS.

Scale f % 2%

Strongly 27 26 9%
Agree 26%
Agree 35 34 Strongly Agree
Agree
Neutral 31 30 30% Neutral
Disagree
Disagree 9 8
Strongly Disgree
Strongly 2 2 34%
Disagree
Total 104 100

Figure 9: I need camaraderie in my daily life.

As shown in figure 9, 62 students or 60 percent out of 104 students are favorable that
they need camaraderie in their daily life; 31 students or 30 percent are moderately favorable that
they need camaraderie in their daily life; and 11 students or 10 percent are unfavorable that they
need camaraderie in their daily life.

23
 Scale f % 3%

5%
Strongly 33 32
Agree
32% Strongly Agree
Agree 28 27
Agree
Neutral 35 33 34% Neutral
Disagree
Disagree 5 5
Strongly Disgree
Strongly 3 3
Disagree 27%
Total 104 100

Figure 10: Years from now, I think camaraderie will create opportunities for me.

As shown in figure 10, 61 students or 59 percent out of 104 students are favorable that years
from now, camaraderie will create opportunities for them; 35 students or 33 percent are
moderately favorable that years from now, camaraderie will create opportunities for them; and 8
students or 8 percent are unfavorable that years from now, camaraderie will create opportunities
for them.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

24
 This chapter presents the summary and findings in the previews sections. It also reflects

the conclusion base on the outcomes and future recommendations base on the current research

data.

Summary of Findings

This study was conducted for the purpose testing the effectiveness of group activity to

promote camaraderie among Grade 12 Humanities and Social Sciences students in Leyte

National High School. The Quantitative Method of research was utilized for gathering data. One

hundred four (104) students of the Grade 12 Humanities and Social Sciences were the

respondents. This inquiry was conducted during the School Year 2017-2018.

1. How effective group activities are in promoting camaraderie among Grade 12 Humanities

and Social Sciences students?

Group activities are very effective in promoting camaraderie among Grade 12

Humanities and Social Sciences students to the point that it will not just only promote

camaraderie but also it is helpful in their academics, enhance their talents and skills that

boost their confidence in socializing and brings good relationship to everyone.

2. What percentage of the Grade 12 Humanities and Social Sciences students practice group

activity to promote camaraderie?

Based on the findings of the research conducted, the researcher found out that

65% of the Grade 12 Humanities and Social Sciences students practice group activity to

promote camaraderie.

3. To what extent does this group activity will help the Grade 12 Humanities and Social

Sciences students?

25
 Group activity helps the Grade 12 Humanities and Social Sciences students to the

extent that it is needed and applicable in their daily lives. From then on, through group

activity that promotes camaraderie will soon create opportunities for a better future of the

students.

Conclusions

After thorough analysis of the results based on the findings gathered from the study, the

following conclusions were drawn:

Grade 12 Humanities and Social Sciences students nowadays, prefer both individual and

group activities in school. The students believe that group activity is a great help in enhancing

their skills and also it boost their confidence in socializing.

Moreover, the Grade 12 Humanities and Social Sciences students take that camaraderie is

helpful in their academics and also brings good relationship to others. We’ve also found out that

the Grade 12 Humanities and Social Sciences students accept the fact that they need camaraderie

in their life.

Thus, the researchers conclude that group activity plays a vital role to each of the

student’s life and is effective in promoting camaraderie among Grade 12 Humanities and Social

Sciences Students.

Recommendation

26
 For the students. Good camaraderie should be observed in all aspects in the classroom

they should be approachable and friendly in a classroom because it’s a learning environment

even in an individual tasks assigned by the teachers to the students they should not focus on their

own but to give attention on helping with each other even in such tasks so that they could create

good camaraderie because being individualistic cannot solve or achieve outputs easily though it’s

a sign of being independent but still according to John Donne “No man is an island” every

student should lend a helping hand to those who are in need of help when it comes to tasks. For

the students good camaraderie improves their skills and it boosts their confidence, therefore

students should continuously provide help to their own ally or friend when in need because it’s

an advantage to the students that they have good camaraderie in order to attain success in life

because you can’t survive life alone let your camaraderie share the burdens of life with you.

For the Teachers. The educators are the springboard for the success of the learners they

should focus on how to build good relationship with their fellow classmates. They should

challenge the students by letting them work in groups so that the teacher can determine whether

they can work efficiently as a group and at the same time they could build friendship towards

themselves and as a result of a good work they could greatly contribute to the economy one day

because that’s the primary reason why students are given tasks that can challenge them in groups

to solve global crisis. The advantage of letting the students work in groups is that they can

formulate ideas faster they could talk and plan their initiatives on how to work and produce their

output therefore, teachers should monitor the students on how they solve or create an output in a

group. Because it can determine that we students are efficient working in a group, we never

know that maybe after all the students are the key to the global and economic crisis affecting us.

27
Bibliography

Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small

groups. Review of educational research, 64(1), 1-35.

Elrick, Lauren (2015) The Importance of Teamwork Skills in Work & School, p.2
Futterman, Laurie, (2016) Beyond The Classroom: The Importance Of Friendship For Success In
School, Lfutterman@Dadescho, p.33

Gastil, John (2010) The Group in Society, p.54

https://books.google.com.ph/books?id=pcVyAwAAQBAJ&pg=PT24&lpg=PT2&dq=s
udies+about+the+effectiveness+of+group+activity+in+the+comrades+of+the+students
source=bl&ots=w8trMbC2ic&sig=q7QHUA0scEtDGuFFzhPkP6q12Yo&hl=en&sa=X
ved=0ahUKEwjh7M3s6LvVAhUJTLwKHWfbABYQ6AEISTAH#v=onepage&q&f=fse

Gillies, Robyn and Ashman, Adrain (2003) Cooperative Learning: The social and intellectual
outcomes of learning in groups, 22-23

http://www.peersupport.edu.au/wp-content/uploads/2014/08/Cooperative-Learning-Book.pdf

Molanau, (2017)High- Performance in Teams: Understanding Team Cohesiveness, p. 2

https://www.isixsigma.com/implementation/teams/high-performance-teams-understanding-team
cohesiveness/

Schott (2013) Key ways to build Team Camaraderie, p.3

Https: //www.cebglobal.com/blogs/3-key-ways-to-build-team-camarader

Smith, Alexandra (2006) Group Works Benefit Pupils, Study Finds, p.34
https://www.theguardian.com/education/2006/mar/31/schools.uk2

28
Suttie, Jill (2014)Five Ways to Foster Interracial Friendship in Schools, p.5

https://greatergood.berkeley.edu/article/item/five_ways_to_foster_interracial_friendship_in_sols

Teaching With Collaborative Group Work: Academic Teachnology Division of information

Technology University of Wisconsin Madison, 2

APPENDIX A

Republic of the Philippines

Department of Education
Leyte National High School
Senior High School
Tacloban City

Dear Respondents:

Good Day!
We, the Grade12 Senior High School students of section Dale, under the Humanities and
Social Sciences Strand of Leyte National High School will be conducting a research study
entitled “Effectiveness of Group Activity to Promote Camaraderie among Grade 12 Humanities
and Social Sciences Student in Leyte National High School”. This is a requirement for our
subject, Practical Research II.
Our study aims to achieve the following objectives; (1) to promote camaraderie, (2) to
identify the percentage of the student who prefer group activity in promoting camaraderie, and
(3) to determine the importance of group activity.

The group has chosen you to be one of our respondents of this research study. We are
confident that you are capable in answering our questionnaire. We hope that you will give your
time and effort to share your knowledge about this study.

We are looking forward for you honest response.

Thank you for your kind cooperation!

Sincerely yours,

CABAÑEZ, JOSHUA JED M.

COTON, JANNA D.

29
 LAGAHIT, MARIA TERESA DESSA B.

RAMASASA, HANNAH GRACE D.

VILI, JOAN PRINCESS J.

Researcher

Approved by:
JOCELYN T. BALAGUSA, MMPM
Master Teacher I
APPENDIX B

EFFECTIVENESS OF GROUP ACTIVITY TO PROMOTE CAMARADERIE AMONG

GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS
IN LEYTE NATIONAL HIGH SCHOOL

Part I. Demographic Profile

Name: Age: Sex:

Religion: Educational Attainment:

Household Members Age Sex Highest Educational

Attainment

Part II. Survey Proper

Direction: Please answer the table below my putting a check mark that corresponds to your preferred
answer.

SCALE
5 STRONGLY AGREE
4 AGREE
3 NEUTRAL
2 DISAGREE
1 STRONGLY DISAGREE
STATEMENTS 5 4 3 2 1
I prefer doing individual activities in school.
I prefer group activities in school.

30
Group activity causes stress
Camaraderie is helpful in my academics
Camaraderie will bring good relationship to others.
Group activity helps me in enhancing my skills.
Group activity will boost my confidence in socializing
Group activities are effective in promoting camaraderie among Grade 12
HUMSS.
I need camaraderie in my daily life.
Years from now, I think camaraderie will create opportunities for me.
Appendix C

Mean Scores of Statements Taken From The Survey Questionnaire

Statement Mean Description

I prefer doing individual 3.6 Favorable

activities in school.

I prefer group activities in 3.7 Favorable

school.

Group activity causes stress. 3.7 Favorable

Camaraderie is helpful in my 4.4 Favorable

academics.

Camaraderie will bring good 4.6 Very Favorable

relationship to others.

Group activity helps me in 4 Favorable

enhancing my skill.

Group activity will boost my 4.7 Very Favorable

confidence in socializing.

31
Group activities are effective
in promoting camaraderie
among grade 12 HUMSS . 4.1 Favorable

I need camaraderie in my 3.5 Favorable

daily life.

Years from now, I think

camaraderie will create
opportunities for me. 3.5 Favorable

CURRICULUM VITAE

PERSONAL INFORMATION:

Name. JOSHUA JED M. CABAÑEZ

Birthday JUNE 16, 1999

Address CAIBAAN 95 TACLOBAN CITY

Siblings JOVELY M. CABAÑEZ

Father RICARTE E. CABAÑEZ JR.

Mother LOVELY M. CABAÑEZ

EDUCATION:

ELEMENTARY: RIZAL CENTRAL SCHOOL

Tacloban City

March 2012

SECONDARY: LEYTE NATIONAL HIGH SCHOOL

32
 Tacloban City

March 2018

CURRICULUM VITAE

PERSONAL INFORMATION:

Name JANNA D. COTON

Birthday NOVEMBER 25, 1999

Address CAIBIRAN, BILIRAN

Siblings JINGKIE D. COTON

Father JESUS B. COTON

Mother JULIA D. COTON

EDUCATION:

ELEMENTARY: Grade 1-2 CAIBIRAN SPED CENTER

March 2008

Grade 3-6 CAIBIRAN CENTRAL SCHOOL

March 2012

SECONDARY : (Junior High) MANLABANG NATIONAL HIGH SCHOOL

33
 March 2016

(Senior High) LEYTE NATIONAL HIGH SCHOOL

Tacloban City

March 2018

CURRICULUM VITAE

PERSONAL INFORMATION:

Name MA. TERESA DESSA B. LAGAHIT

Birthday MARCH 7, 2000

Address SAN JOSE, TACLOBAN CITY

Siblings JAYDUNN B. LAGAHIT

DARRYL ANTHONY B. LAGAHIT

FRANCIS PAULO B. LAGAHIT

SHARMANE B. LAGAHIT

ANGELICA B. LAGAHIT

Father DANTE Q. LAGAHIT

Mother MEIJI B. LAGAHIT

EDUCATION:

ELEMENTARY: HOLY VIRGIN OF SALVACION FOUNDATION COLLEGE INC.

Burayan San Jose, Tacloban City

34
 March 2012

SECONDARY: (Junior High) FERVENT ACADEMY

Pagsabungan, Mandaue City Cebu

March 2016

(Senior High) LEYTE NATIONAL HIGH SCHOOL

Tacloban City

March 2018

CURRICULUM VITAE

PERSONAL INFORMATION:

Name HANNAH GRACE D. RAMASASA

Birthday SEPTEMBER 1, 1999

Address SAN JOSE, TACLOBAN CITY

Siblings REGGIE RAMASASA

JOHN REY RAMASASA

Father ENRIQUE B. RAMASASA

Mother GINA D. RAMASASA

EDUCATION:

ELEMENTARY: Grade 1-3 TOMAS OPPUS PILOT SCHOOL

March 2009
Grade 4 JAVIER CENTRAL SCHOOL
March 2010
Grade 5-6 CITY CENTRAL SCHOOL
March 2012

35
SECONDARY : (Junior High) LEYTE NATIONAL HIGH SCHOOL
March 2016

(Senior High) LEYTE NATIONAL HIGH SCHOOL

Tacloban City

March 2018

CURRICULUM VITAE

PERSONAL INFORMATION:

Name JOAN PRINCESS J. VILI

Birthday DECEMBER 31, 1999

Address PEERLESS VILLAGE BAGACAY TACLOBAN CITY

Siblings JONEL J. VILI

LD J. VILI

Father GENEFRED D. VILI

Mother MA. LIWAY J. VILI

EDUCATION:

ELEMENTARY: JAMINDANNATIONAL HIGHSCHOOL

Capis, Roxas

March 2012

36
SECONDARY: (Junior High) TACLOBAN NATIONAL HIGH SCHOOL

March 2016

(Senior High) LEYTE NATIONAL HIGH SCHOOL

Tacloban City

March 2018

37