Republic of The Philippines

DEPART MENT OF THE EDUCATION

Region 1
School Division Office 1 Pangasinan
BAYAMBANG NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Bayambang Pangasinan
S.Y. 2023-2024

“May Kasama Ka: Analyzing the Benefits of of Teacher-Student Collaborative Learning

Strategies among the Grade 11 HUMSS Students at BNHS, SY 2023-2024”

Collaborative Learning Collaborative Learning in Exclusive Education

Collaborative Learning in Exclusive Education

Collaborative Learning in Exclusive Education

Submitted to:
Sir. John Ronald J. De. Guzman
Subject Teacher in Practical Research 1

11 HUMSS COMPASSION

GROUP 1

Research Title:TEACHER\STUDENDT COLLABORATION

Members:@Lhianna E. De Guzman

@Brianne Macanas

@Angel Fernandez

@Ariza

CHAPTER I - Introduction

The research topic The Teachers/Students Collaboration

1.1 Background of the Study

- Teacher collaboration is an important aspect of teachers' professional lives, as a means to

continuously reflect on and improve the practice of teaching. In collaboration, teachers can, for
example, share knowledge, critically reflect on teaching practices, provide collegial support or peer
feedback, and collectively design teaching methods (Kelchtermans, 2006; Vangrieken, Dochy, Raes,
& Kyndt, 2015). In current research, a clear picture of the learning potential of different forms of
teacher collaboration is however lacking. According to Hargreaves and O'Connor (2017), existing
forms of teacher collaboration in education mainly focus on conversation and exchange of ideas
among teachers. The authors suggest that future forms of teacher collaboration should concentrate
on teachers' joint work and collective sense of responsibility in order to improve their teaching
practice. Moreover, Meirink, Imants, Meijer, and Verloop (2010) showed that teacher teams typified
by a strong link to teaching practice, were more effective in terms of changing their individual beliefs
about teaching and learning compared to teacher teams typified by less intense forms of
collaboration. Yet, other scholars (e.g. Doppenberg, Den Brok, & Bakx, 2012; Van Gasse, Vanlommel,
Vanhoof, & Van Petegem, 2016; Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2017; Van Waes
et al., 2016) question whether forms of collaboration that are typified as joint work (Little, 1990) are
more valuable to teachers' professional development and their teaching practice than less intense
forms of collaboration, such as storytelling and aid and assistance. Possibly, the power of sharing
experiences and ideas is underestimated, especially for teachers who have little experience with
collegial collaboration or for teachers who lack particular pedagogical knowledge and skills. Hence,
what works for one teacher in fostering his or her professional learning, might not work for another
teacher. It could be argued that in recent research on teacher collaboration, teachers' context is not
adequately addressed, an issue that already has been raised by several scholars (e.g. Horn, 2005;
Opfer, Pedder, & Lavicza, 2011a; Runhaar, Sanders, & Yang, 2010). In order to meet this knowledge
gap, we explore in this study how a short-term collaboration initiative, aimed at teacher professional
learning, unfolds in different teacher groups, and how this collaboration can be understood from the
characteristics of the teachers and the school context the teachers work in. We do so by
investigating multiple teacher groups from different schools.
1.2 Related Literature

- Discuss here about studies related to your research.

1.2.a Foreign

-The Essentialist movement significantly altered the focus of public education in the United States.
William Bagley launched the Essentialist movement in the 1930s. In his article, An Essentialist’s
Platform for the Advancement of American Education, he argued how education was straying
significantly from the “basics” or the essential skills needed to compete with other industrialized
nations. He stated, “A specific program of studies including these essentials should be the heart of
the democratic system of education” (p. 253). The Essentialist perspective suggests that in order to
be superior to other nations, the United States must build an educational approach that would
guarantee the transmission of crucial knowledge to its students (Blanford, 2010). Bagley (1938)
concluded that American education is ineffective; therefore, classroom teachers should be authority
figures and experts in their subject areas. In other words, classrooms should be teacher-centered
with little importance given to student’s interests, but more emphasis on testing students and
teachers.

1.2.b Local

-The LS implementation in a DepEd-Division, Philippines has developed a culture of oneness among

the teacher-implementers particularly on sharing their resources. It can be noted that public schools
have limited resources like science facilities and equipment including some consumable materials in
the laboratory. In the LS implementation, teachers came to a plan with everybody’s share in order to
maximize the potential of the lesson. This culture when nurtured will realize a bigger sense of
accountability among them. It was claimed that undergoing LS is not just simply undergoing any
professional development program but participants are able to develop a shared professional
culture through collective participation and long-term perspectives of helping others

1.3 Theoretical Framework

-The theoretical foundation of social constructivism serves as the muse for the examine of "The
Teachers-Students Collaboration". According to social constructivism, information is actively built by
means of humans through their interactions with others and their surroundings. This principle
highlights the value of cooperative sports like group discussions, cooperative initiatives, and peer
coaching inside the context of trainer-student collaboration. Deeper comprehension and gaining
knowledge of are fostered with the aid of these interactions between professors and students,
which enable energetic participation, records trade, and co-production of knowledge.

1.4 Conceptual Framework

-This have a look at's conceptual framework consists of a thorough examination of the dynamics of
teacher-pupil collaboration. It includes looking at the particular types of cooperative mastering
exercises used, the roles and duties that teachers and students have whilst leading and collaborating
in these sporting events, and the outside elements that affect productive cooperation. The version
additionally takes into consideration how academic methods and the learning environment have an
effect on collaborative relationships. Through an exam of these factors, the take a look at seeks to
offer advanced perspectives on how trainer-scholar cooperation is probably maximized to enhance
learning consequences and construct a wonderful mastering surroundings.

1.5 Statement of the Problem

-The research gap mentioned in "The Teachers-Students Collaboration" is centered on the want for a
more thorough comprehension of the precise approaches and strategies that inspire productive
teacher-pupil collaboration. Although the advantages of collaborative mastering are broadly
diagnosed, there may be a loss of studies focusing at the dynamics of trainer-pupil collaboration and
the way they have an effect on getting to know effects. By inspecting the factors that lead to
effective teacher-pupil collaboration, this have a look at seeks to shut this understanding hole and
provide useful statistics for enhancing coaching and mastering strategies in lecture room
environments.

1.6 Significance of the study

-The study aims to provide evidence-based insights into the benefits of collaborative learning
strategies in the education sector. It aims to understand how these strategies positively influence
student engagement, academic performance, critical thinking, communication, and teamwork
abilities. The findings can inform instructional practices and curriculum development, leading to
more effective teaching and learning experiences. The research can also inform policy and decision-
making processes, promoting student-centered and collaborative approaches to teaching and
learning. It can also guide teacher professional development, supporting school improvement
initiatives, and inspiring future research in the field of collaborative learning. The findings can
contribute to the growing body of knowledge on effective teaching and learning practices.

- 1.7 Scope And Limitation

-This research aims to explore collaborative learning strategies in the Grade 11 Humanities and
Social Sciences curriculum at BNHS, including group discussions, project-based learning, and peer
tutoring. The study will investigate the benefits of these strategies, including improved academic
performance, enhanced critical thinking skills, increased motivation, better communication, and
overall student satisfaction. The research will also gather student and teacher perspectives,
analyzing their experiences, challenges, and perceptions of the benefits. The study will also assess
the impact of these strategies on academic performance.

1.8 - Definition of Terms

-Collaboration Learning - basically means of students working together with activities or task for
everyone to participate well. However in this study we also include teachers and students being
collided for works and learning task. Cooperative - cooperative describes as working together
agreeably for a common purpose or goal as in cooperative play. For example to solve a problem,
complete a desired project or to develop a product. Mastering the strategy of Good Collaboration -
to define and achieve their highest priority strategic objectives such as communicate openly and
clearly. The process of having a great collaboration between pupils and teachers are need to be
negotiated and do a both agreement with each other.

CHAPTER II - Research Methodology

2.1 Research Design

- Discuss here

2.2 Participants
-Teachers and students from distinct academic establishments will participate inside the studies
technique for "The Teachers-Students Collaboration." Through deliberate sampling and hints,
instructors could be chosen according to their historical past and enjoy in putting collaborative
studying ideas into exercise. In order to ensure a thorough know-how of instructor-student
collaboration, students might be randomly selected from plenty of grade ranges and backgrounds.
Voluntary participation might be ensured, and knowledgeable consent can be accrued. Teachers and
college students will even constitute a number demographics and academic abilities. Participant
choice could be carried out with moral issues in thoughts at all times.

2.3 Tools for Research

-Research instruments for examining collaborative learning strategies include interviews, focus
groups, observation, and documentation analysis. Interviews gather perspectives and opinions from
teachers and students, while focus groups allow in-depth discussions. Observation of classroom
activities and interactions can provide insights into the effectiveness of the strategies.
Documentation analysis examines the outcomes and impacts of these strategies on student learning
and engagement.

2.4 Data Gathering Procedure

- By specifying the teachers and students on how and what do they do when they're collaborating.
Consider ways for assigning roles, but resist appointing a “leader,” upon whom more responsibility
will fall than his or her peers. Instead, think about roles that share work by giving students a
discussion prompt, question, short problem, or issue to consider.

2.5 Treatment of Data

- Analyzing data from collaborative learning offers invaluable insights into group dynamics, by
sharing knowledge patterns, and individual contributions or intellectual capacity within educational
settings. Between scrutinizing participation rates, communication frequencies, and content
interactions, educators can also identify trends, and tailor instructional strategies to enhance the
group and learning outcomes. In addition, delving into the data allows for the identifications, such as
unequal participation or communication breakdowns, socializing with other people, and fostering a
more equitable learning environment. For conclusion, collecting data analysis in collaborative
learning empowers educators to optimize the learning process of collaboration by nurturing
effective teamwork skills, and cultivate a culture of continuous improvement within educational
communities.