Heading

Survey Questionnaire on
COLLABORATIVE LEARNING STRATEGY AND STUDENT ENGAGEMENT
IN RELATION TO THE ACADEMIC PERFORMANCE AMONG
INDUSTRIAL ARTS STUDENTS
Dear Respondent;
You have been chosen to be part of the study entitled: “Collaborative Learning Strategy
and Student Engagement in Relation to the Academic Performance Among Industrial Arts
Students”. Please read the statements carefully and answer honestly. Rest assured that utmost
confidentiality will be observed in the treatment of the data. Thank you!

PART I. COLLABORATIVE LEARNING STRATEGY IN TERMS OF LEARNING

GOALS, GROUP FORMATION, MONITORING, AND ASSESSMENT.
Direction: Put a check mark (/) in the boxes under the rate you are willing to give to each
of the variables given on the questionnaires on the extent of the effectivity of collaborative
learning strategy in terms of learning goals, group formation, monitoring and assessment based
on your observations, understanding, or experience with each.

(5=Very Strongly Agree, 4=Strongly Agree, 3=Agree, 2=Disagree, 1=Strongly Disagree).

A. Learning Goals:
Statements 5 4 3 2 1

1. The learning goals set by the instructor are effective

2. The learning objectives during the collaborative activities are easily

understood.

3. The learning objectives set during the collaborative activities are

attainable.

4. Setting objectives before engaging in collaborative activities are

important.

5. The learning goals set in collaborative learning activities are specific

and clear.

6. During collaborative learning sessions, the learning goals are

reviewed and discussed.

7. Setting learning goals in collaborative learning has a positive impact

 on academic performance.

B. Group Formation:
Statements 5 4 3 2 1

1. The instructor considers the heterogeneity of students in

collaborative activities.

2. Specific roles or responsibilities are assigned within the group

during the formation process.

3. The group formation process contributes to a positive collaborative

learning experience.

4. The group formation process is aligned with the learning objectives of

the collaborative activity.

5. There is effective communication and collaboration within my

group during the collaborative learning activity.

C. Monitoring and Assessment:

Statements 5 4 3 2 1

1. The assessment criteria for evaluating collaborative work

are clearly defined and communicated.

2. The assessment criteria are aligned with the learning

objectives of the collaborative learning strategy.

3. The feedback provided during the assessment is clear and

specific.

4. The feedback in collaborative work is useful.

5. The group assessment in evaluating individual contributions is

valuable.

6. The collaborative learning strategy has a positive impact on

academic performance.

7. The effectiveness of progress monitoring can ensure the quality of

collaborative learning.
 8. Attendance and engagement levels are monitored during
collaborative activities.

9. Attendance and engagement monitoring affect group

dynamics and overall productivity.

10 The feedback from monitoring is utilized to make

. informed decisions and adjustments in the collaborative
learning strategy.

11 The monitoring process in the collaborative learning

. strategy has had a positive impact on my academic
performance.
The survey questionnaire is from the study by Le, H., Janssen, J., & Wubbels, T. (2018), entitled
'Collaborative learning practices: teacher and student perceived obstacles to effective student
collaboration.'

PART II. IMPACT OF STUDENT ENGAGEMENT IN TERMS OF

PARTICIPATION, INTEREST AND ATTITUDE.

Direction: Put a check mark (/) on the boxes under the rate you are willing to give to
each of the variables given on the questionnaires on the impact of student engagement in
terms of participation, interest, and attitude based on your observation, understanding, or
experience with each.
(5=Very Strongly Engage, 4=Strongly Engage, 3=Engage, 2=Dis-Engage, 1=Strongly Dis-
Engage).
A. Participation:
Statements 5 4 3 2 1

1. During group discussions or activities, I actively contribute my

ideas and thoughts.

2. I am comfortable sharing my opinions and perspectives

with my group members.

3. My group members fail to value and integrate my input during

collaborative tasks.
My group members don’t value and integrate my input during
collaborative tasks.

4. I actively listen to and consider the ideas and viewpoints of my

group members.
5. I doubt that student engagement in collaborative learning
significantly contributes to understanding the subject matter.

6. I experience challenges in working collaboratively with my

peers.
I felt difficulty in working collaboratively with my peers.

7. I actively seek out opportunities to be more involved in class

activities.

8. When I am absent or disengaged, I feel like I am missing out

on important class content.

9. My participation is inconsistent, regardless of the topic being

discussed.
My class participation is inconsistent, regardless of the topic
being discussed.

B. Interest:
Statements 5 4 3 2 1

1. I am less motivated to complete learning tasks when working with

other students.
I felt unmotivated to complete learning tasks with other students.

2. I find myself less inclined to enjoy working with other

students on learning activities.
I don’t see myself enjoying working collaboratively with
peers.

3. I am genuinely curious about the topics covered in my courses.

4. I lack enthusiasm about participating in class discussions due to

my lesser interest in the topics.
I am unenthusiastic while participating in class discussions due
to less interest in the topic.

5. I am likely to recommend collaborative learning to students.

6. Even outside of class, I find myself thinking about or discussing

topics I have learned.

7. My interest in the curriculum is lessened by the real-world

applications and student engagement in collaborative learning
presented in class.
 C. Attitude:
Statements 5 4 3 2 1

1. Even when faced with challenging coursework, I remain optimistic

about my learning.

2. My attitude towards learning is often influenced by the

enthusiasm of my peers.

3. I am unable to share my ideas and learn from others in a

collaborative learning setting.
I am hesitant to share my ideas and collaborate work with my
group members.

4. I am unlikely to recommend collaborative learning to others.

I don’t like to recommend collaborative learning with others.

5. I feel like I am learning from my classmates when working

collaboratively.

6. My attitude towards learning has shown little improvement over

time due to the limited support I receive from instructors and peers.
My attitude toward learning has less improvement due to the limited
support I receive from instructors and peers.

7. The feedback I receive, either positive or negative, fails to shape

my attitude towards learning.
The feedback I receive from collaborative work does not affect
to shape my attitude towards learning.

8. I often reflect on my learning experiences to improve my

attitude and approach.

9. I view challenges in my education as opportunities for growth

rather than setbacks
The survey questionnaire is from the study by Masek, Alias, Affero, Ismail, Suhaizal, Hashim,
Mohd Salsabella, Fizol Tun, & Malaysia Hussein, Universiti (2021), entitled 'Defining students'
Active Participation in a group discussion session from different perspectives.'
COLLABORATIVE LEARNING STRATEGY AND STUDENT ENGAGEMENT
IN RELATION TO THE ACADEMIC PERFORMANCE AMONG
INDUSTRIAL ARTS STUDENTS
 ERIC JOHN G. BATOTO
JONAIDA P. HADJIALI

January 2024
COLLABORATIVE LEARNING STRATEGY AND STUDENT ENGAGEMENT IN
RELATION TO THE ACADEMIC PERFORMANCE AMONG INDUSTRIAL ARTS
STUDENTS

ERIC JOHN G. BATOTO

JONAIDA P. HADJIALI

An Undergraduate Thesis Presented to the Faculty of

Mindanao State University – Maigo School of Arts and Trades
 Maigo, Lanao del Norte

In Partial Fulfilment of the Requirement for the Degree

Bachelor of Technology and Livelihood Education
(Industrial Arts)

January 2024
TABLE OF CONTENTS
Pages
TITLE PAGE i
APPROVAL SHEET ii
TABLE OF CONTENTS iii
CHAPTER

1 THE PROBLEM
Introduction 1
Theoretical Framework 3
Conceptual Framework 4
Statement of the Problem 6
Null Hypothesis 6
Significance of the Study 7
Scope and Limitation of the Study 8
Definition of Terms 8

2 REVIEWS OF RELATED LITERATURE AND STUDIES

 Related Literature 9-18
Related Studies 19-24
3 RESEARCH METHODOLOGIES
Research Design 25
Research Locale 25
Research Respondents 25
Research Instrument and Validation 25
Data Gathering Procedure 26
Ethical Consideration 26
Statistical Tools Used 27