Promoting Teamwork and Cooperation during Group Performance Tasks

among Senior High School Students of San Andres Vocational School, S.Y.

2023-2024

A Research Proposal

Submitted to: San Andres Vocational School, Divino Rostro, San Andres,

Catanduanes

In Partial Fulfillment of the requirements in Grade 11 Research 1 subject

Hylynly L. Castillo
Amiel Rhyan M. Rilloraza
Ivana Satairapan
Jackson L. Bellen
Dafnie Mae M. Arcilla
2

Table of Contents

Chapter 1: Introduction 3
1.1 Background of the Study 3
1.2 Statement of the Problem 7
1.3 Scope and Limitations 7
1.4 Significance of the Study 8
1.5 Definition of Terms 9

Chapter 2: Review of Related Literature and Studies 10

Review of Related Studies 10
Review of Related Literature 11
Synthesis of the Related Literature and Studies 12
Gaps Bridged by the Present Study 13
Conceptual Framework 13

Chapter 3: Research Design and Methodology 15

Research Design 15
Sources of Data 15
Sampling Procedure 16
Instrumentation and its Validation 17
Data Gathering Procedure 19

References 21
3

Chapter 1

Introduction

Background of the Study

Performance Tasks are assessments that help students create or innovate products or

do performance-based tasks [including] skill demonstrations, group presentations, oral work,

multimedia presentations, and research projects. (DepEd, 2015, pp. 7–8) and these

performance tasks make up the biggest part of the student’s grades. These performance tasks

are what give the students the chance to put the things that they have learned in class into

practice, allowing the teachers to assess their skill levels and how much of their lessons the

students understood and retained.

In school, students are assessed and graded based on the learning standards that the

Department of Education has set. These learning standards are what the students are expected

to know and are capable of. Learning standards vary, depending on the student’s grade level,

where they are on the lesson plan, and what quarter of the school year it is. To test if the

student’s level of ability and knowledge are within these standards, they are examined

through what is known as the Summative Assessment.

The Summative Assessment is one of the three forms of assessment that measures the

student’s ability to apply what they have learned and were taught in class. These assessments

are advised to be given to the students in an evenly spaced timeframe, to see if the students

have retained what they have learned and can still recall, understand, and apply those skills

and knowledge through tests, quizzes, and performance. This assessment is where the grades

that are seen in the students’ cards are from, making it an integral part of the student’s grades.

This assessment is also divided into three components: the Written Works (WW), the

Performance Tasks (PT), and the Quarterly Assessment (QA). These components make up the
4

student’s grades and are the basis of grading. However, these components do not have equal

weights on the student’s grades. The weights of these components also vary based on the

subject and the student’s level.

For the Senior High School (SHS) students’ grading system, the difference in the

weights of these components is also seen and is more apparent as one component holds a

higher percentage of weight compared to the other two, that component being the

Performance Tasks. Below will be the three components’ weights on the different sections of

the students’ subjects and tracks according to DepEd Order No. 8 s. 2015:

 Core Subjects

Written Works - 25%

Performance Tasks - 50%

Quarterly Assessment - 25%

Total 100%

 Academic Track

o All Other Subjects

Written Works - 25%

Performance Tasks - 45%

Quarterly Assessment - 30%

Total 100%

o Work Immersions/ Research/ Business Enterprise Simulation/ Exhibit

Performance

Written Works - 35%

5

Performance Tasks - 40%

Quarterly Assessment - 25%

Total 100%

 Technical-Vocational and Livelihood (TVL) / Sports/ Arts and Design Track

o All other Subjects

Written Works - 25%

Performance Tasks - 45%

Quarterly Assessment - 30%

Total 100%

o Work Immersions/ Research/ Exhibit Performance

Written Works - 20%

Performance Tasks - 60%

Quarterly Assessment - 20%

Total 100%

As was previously stated, Performance Tasks hold more weight percentage on the

students’ grades and therefore play a big part in their report cards and future, especially for

those in the TVL/ Sports/ Arts and Design track. However, although this component is a big

chunk of a student’s grade, this cannot be decided with just their individual performance

alone because most performance tasks given by schools are ones that are done in groups and

are examined through Individual and Collaborative Formative Assessments, looking at a

student’s capability to perform well while supporting their group and its members. Therefore

demanding teamwork and cooperation to be practiced by the group.

6

San Andres Vocational School (SAVS) is no exception to these standards. The

students of SAVS are also graded according to this DepEd Order and are made to participate

in and accomplish tasks that would require them to work with others. These tasks could range

from discussions, role-playing, games, and other group activities that demand teamwork and

cooperation to be practiced for them to complete said tasks.

Teamwork is the ability of a group to work together to accomplish a task, a goal, or a

vision. It is when a group of individuals decide to strive for one common goal, acting as a

single agent, regardless of the uniformity and difference of the tasks assigned. As teamwork

and cooperation help a group accomplish a task with unity, effectiveness, and efficiency, this

makes it an integral skill that each person is urged and expected to practice. Schools often

give students tasks that require them to work on as a group with this in mind. These group

activities are assigned to students in hopes that they will learn teamwork and how to

cooperate with others to solve a problem from a young age. This helps students to already

know how to cooperate with others properly once they reach the next stages of their lives.

Senior High School (SHS) students will become the group on which this study will

focus on SHS students are the ones whose grades are most heavily affected by performance

tasks that won’t go well because of the lack of teamwork and cooperation during a group

performance.

This study will observe and examine how the students of SAVS promote teamwork

and cooperation during group performance tasks. In addition, this study will determine how

teachers intervene to improve teamwork and cooperation during group activities.

This research will cover methods and ways to avoid such scenarios and improve

teamwork and harmony during group activities while working on the individual member’s

ability to work well in group settings.

7

1.2 Statement of the Problem

This research aims to determine how senior high school students in SAVS promote

teamwork and cooperation during group performance tasks. Specifically, this study will

answer the following questions:

1. What is the profile of the respondents in terms of the following:

a. age:

b. grade level:

c. gender:

2. How do students promote teamwork and cooperation in group activities?

3. How do teachers intervene to improve teamwork and cooperation during group

activities?

1.3 Scope and Limitations

This study aims to determine how students in SAVS promote teamwork and

cooperation during group performance tasks.

Proponents included in this study are the Senior High School students at SAVS.

Mainly, those who are part of the TVL track as these students are accustomed to activities and

performances done as a group, and because performance tasks hold more than half of the

weight percentage of their grades.

Senior High School is the upper secondary education introduced by the K-12 Basic

Curriculum. This additional two years of secondary education aims to help students equip

themselves with the skills and minimal experience that will better prepare them for the future.

This curriculum offers students various strands that will help them acquire specialized lessons

that will prepare them for the future they want to pursue, whether that be a course in college
8

or a career. In SAVS, these strands are segregated by categories called “tracks” which are the

Academic Track and The Technical-Vocational-Livelihood (TVL) track.

This study will focus on the learners from the TVL track because the nature of this

track demands much more performance tasks to be given to its learners. Adding to this reason

is the issue with the availability of the equipment and supplies that the school can provide for

individual students. In response to this issue, the teachers have the students work in groups

more often for performance tasks. This arrangement provides a more convenient chance to

gather the data needed for the study.

1.4 Significance of the Study

This study on “Promoting Teamwork and Cooperation during Group Work among

Senior High School Students of SAVS, S.Y. 2023-2024” and its findings would benefit the

following:

Students: Gaining a better grasp on teamwork and cooperating with others for a more

harmonious and more efficient experience during group activities. Helping them work better

on big activities that are a big chunk of their grades.

School: This will allow them to understand how the students work as a group and find out

how they and the teachers could intervene and support the students during group activities.

Society: This will help in producing members of society who can work together

harmoniously with unity and efficiency. Bettering the results of community-based events and

group-assigned work in the workplace.

9

Researchers: The researchers will be able to gain a better understanding of teamwork, and its

importance and improve it.

Future Researchers: This will benefit researchers who will be conducting similar or

additional studies in this field.

1.5 Definition of Terms

The following terms are used in the study and are defined for better understanding.

Department of Education (DepEd) – a branch of the Philippines government in charge of

the policies, programs, and projects relating to the education system of the country.

Individual and Collaborative Formative Assessments – The assessment that assesses a

student’s independent ability to work on their own and with a group.

Performance Tasks (PT) – tasks that allow students to show and apply the skills and

knowledge that they have learned through their own creative ways. It can either be an

individual or group activity.

Summative Assessment – The assessment that tests the students’ capabilities and grades the

student based on the results.

Teamwork - The ability of a group to work together to accomplish a task, a goal, or a vision.
10

Chapter 2

Review of Related Literature and Studies

This chapter presents the related literature and studies that aided the researcher in

organizing and formulating the conceptual framework of this study. The salient feature of the

gathered information was realized through the various readings and internet surfing.

Review of Related Literature

Coordination, cooperation, and collaboration together make up teamwork. According

to X. Castañer and N. Oliveira (2020)[1], these three differ from one another and should be

defined as such; “coordination as the attitudes, behaviors, and outcomes of the joint

determination of common (IOR) goals, cooperation refers to the attitude, behavior, and

outcome of the implementation of those goals as agreed on, and refers to voluntarily helping

others to attain a common IOR goal or a private goal.”

Although according to J. Schmutz et. eg. (2019), teamwork has only has a “medium-

sized effect” on the group's performance, the ability to cooperate with others is an important

and sought trait by employers but, according to P. Strom et. eg. (2024) high school graduates

now lack that skill. This leads to the student graduates being unable to meet the employer’s

expectations, urging the schools to improve this by giving the students more opportunities to

work together while also learning to assess their teamwork better.

According to Auckaili -et. al.-(2021)[2], some factors hinder the practice of teamwork

among students during group activities. These factors have something to do with the student’s

background and preferences. It has been observed that students prefer to work with someone

who comes from a similar background to them and, in some cases refuse to work with a

group with a diverse background.

11

When assessing the performance of a student in a group setting, according to R.M.

Belda, F. Fornes (2016), students tend to be more strict on the assessment than the teacher

and because it had been revealed that females tend to give a higher assessment to their

groupmates rather than their own. Because of these factors, both parties cannot agree on

which way of assessment is better so a mixed evaluation is suggested.

Review of Related Studies

Teamwork has been the drive of human achievement since old age, and research on

small group interaction in social psychology has remained a focus for half a century. During

the late 19th to early 20th century, teamwork was viewed as “largely a tale of work as a

collection of individual jobs” which allowed people to work separately on individual tasks,

giving the group a much more rapid and effective way to reach their common goal. However,

due to the appearance of global forces in recent decades, this form of teamwork has been

altered to allow for a more rapid, flexible, and adaptive response to unexpected events. (Steve

W.J. Kozlowski, 2017)

Working in teams improves the outcomes of projects while also replicating the work

environment. However, this doesn’t always provide students with good learning experiences

such as an inequitable division of labor and being overshadowed by other groupmates. This is

why, to improve the teamwork present in a group setting, maintaining a positive group

dynamic is encouraged. (K. Ansell -et. al.-2023)

The practice of teamwork among students can also be promoted through teamwork

training. Participants of such training interventions will learn how to better communicate and
12

other factors that will then improve their teamwork and team performance. (McEwan D -et.

al.-2017)

When teachers give their students group activities, they should first brief their

students on the importance of teamwork in cooperative learning. They would explain why

and how to cooperate to accomplish a common goal, in this case, an academic task. (C. Buchs

and F. Butera, 2015)

Social skills are necessary for teamwork to be practiced well, and cooperative

learning is an effective way to develop these social skills. This along with the relevant factors

related to efficiency; control over the number of students in a group, the basic social skills, or

the academic level of the students, marks a great difference in the development of the social

skills necessary for teamwork if they care observed with continuity. (S. Mendo-Lázaro -et.

al.-2018)

Synthesis of the Related Literature and Studies

With how some workloads are unable to be handled by just a single person, teamwork

is an integral skill that an individual is expected to possess for them to be able to work well

with others. This is a skill that is sought out by employers when they hire.

Teamwork and Cooperation is the ability of an individual to work well with others to

accomplish a collective goal or task. It is a skill that those working in education wish to teach

the learners because it will be useful for them to acquire, in school, the workplace, and in life.

Schools give students tasks that require them to work with others for them to practice and

develop this skill from a young age. However, some factors affect and hinder an individual
13

from practicing teamwork and cooperation such as personal prejudice against certain groups

of people.

This research will focus on determining ways to promote teamwork and cooperation

among the Senior High School students of San Andres Vocational School. It aims to provide

teachers and students with ways for them to teach and practice teamwork and cooperation

when working with others during group activities.

Gaps Bridged by the Present Study

The literature and studies that have been conducted on this subject covered the

importance of teamwork and cooperation in a group setting at school and in the workplace,

how it affects the performance of the individuals part of the group work, and the factors that

affect their teamwork and cooperation.

With that said, it has been noted that there has yet to be a study that seeks to find ways

for the Senior High School students of SAVS to practice teamwork and cooperation during

group performance tasks more, and better.

Conceptual Framework

This study will be focused on the teamwork and cooperation that the Senior Hugh

School students of SAVS present during group performance tasks.

These students are part of the additional two-year education that was added in

accordance to the K to 12 Basic Curriculum program which aims to have students acquire the

skills and experience in their chosen field making the performance tasks of these students an

integral part of their education. Because of the issue with the limited equipment that the

school is able to provide, the school has made these students work in groups often for these

performance tasks.
14

Figure 1 shows the conceptual paradigm of this study. The Senior High School

students of SAVS and the performance tasks they partake in are the “Input” and will be

observed by the researchers and given questionnaires for them to answer. The “Output” of

this study will then be data about how well the students practice teamwork and cooperation

during group activities and ways to promote teamwork and cooperation among these

students.

Input Process Output

Group How well do

Performance students
Tasks and the Observation show/promote
students and teamwork and
executing said Questionnaires cooperation
performance during group
task performances

Ways to
promote
teamwrok and
cooperation
among
students during
group
performance
tasks

Figure 1. The Conceptual Paradigm

15

Chapter 3

Research Methodology

This chapter provides a presentation of the research design, the subject of the study,

the instrument used, the data-gathering procedure, and the methods employed in analyzing

the data.

Research Design

Phenomenological design was employed in this study. Phenomenological research is

often used when the researcher needs to focus more on obtaining descriptions of the

respondent’s experiences either through writing or thorough interviews. The goal of this

study is to analyze the meaning of these experiences of each respondent, instead of

generalizing them to a greater population. ( Donalek, 2004)

Phenomenology is a wide-ranging form of study. In this goal of study, the researcher

looks to gather information that explains how individuals experience a phenomenon and how

they feel or think about it. This model recognizes that everyone experiences things

differently. Questionnaires and observations are the tools that will be used in this study to

know how to promote the teamwork and cooperation of Senior High School Students of

SAVS during Group Performance Tasks.

Sources of Data

The sources of data used in this study came from the primary and secondary sources

Senior High School students of SAVS in the TVL tracks.

The secondary sources of data are from printed materials such as DepEd’s

memoranda, published studies, journals, and websites.

16

Sampling Procedure

Background: When studying teamwork in different classes, we often encounter a surplus of

information from different strands. We used purposive sampling to focus on the specific

strands to achieve manageable data. Since purposive sampling refers to units or groups that

are selected "on purpose" in purposive sampling This article describes our method of

selection for our research on teamwork dynamics across different strands.

Methods: We devised a straightforward approach to select pertinent strands. We prioritized

students showcasing teamwork in various subjects and containing substantial data. Criteria

included subject diversity and the richness of teamwork descriptions, aligning with our

research goals.

Result: We applied purposive sampling to select a total of 933 students from Grade 11 and

Grade 12 across various academic disciplines who showcased teamwork dynamics in

different classes/strands. Among these, 506 students were from Grade 11, while 427 students

were from Grade 12.

Conclusions: Our method ensured the inclusion of students portraying diverse teamwork

dynamics across different strands, aligned with our research goals. However, we

acknowledge the possibility of overlooking important studies. Future research should focus

on refining methods to prevent such oversights

Instrumentation and its Validation

17

Instrumentation and its Validation

Self Checklist
Name:

Direction: Please check (/) the box to answer whether the stated situation applies to you
Always Sometimes Often Seldom Never

I can share my thoughts

in my teamwork to
clearly define roles and
responsibilities for
every team member and
encourage clear,
frequently
communication.
Manage team meetings
wisely.
Encouraging each team
member to
communicate with each
other.
Divide tasks equally.
Have a proper dialogue
with other member to
find out more about
their concerns.
Hear some important
issues or learn about
ideas that will be
beneficial to all.
Engage their interest
and cooperation by
helping them understand
what their roles are in
the big picture.
Trust and respect every
team member

Validation Sheet
Name of validator:
Degree:
Position:
No. of years in teaching:

Scale
5-strongly agree, 4-agree, 3-neutral, 2-disagree, 1-strongly disagree
Criteria 5 4 3 2 1
18

Relevance: The instrument direct

aligns with the research objectives
and measure the intended
construct or variable of interest.
Clarity: The items or question in
the instrument is clear, concise,
and easily understandable, to the
target population. Ambiguity or
confusion should be minimized
Comprehensive coverage: The
instrument covers all the
important dimension or sub-
constructs related to the target
construct, ensuring a
comprehensive assessment.
Representativeness: The items or
question represents the content
domain and adequately capture
the variability and diversity within
the construct being measured.
Applicability: The instrument is
application to the specific
population under study and
suitable to the research context,
considering, cultural, linguistic
and contextual factors
Avoidance of bias: The instrument
avoid bias, stereotypes, or
assumptions that could influence
the respondent’s answers or distort
the measurement of the construct.
Language appropriateness: The
instrument ensures that the
language used in the instrument is
appropriate for the target
population in terms of vocabulary,
grammar, and readability.
Cultural sensitivity: The
instrument considers the cultural
context of the target population
and ensure that the instrument
does not contain and culturally
insensitive or offensive content.
Scope and Depth: The instrument
adequately captures the full scope
and depth of the construct,
including both general and specific
aspects.
Balanced Representative: The
instrument provides the balance
19

representation of positive and

negative aspects or varying levels
of the construct being measured.

Data Gathering Procedure

Cooperative learning is an instructional approach where students work together in

small groups to achieve a common goal. It is a structured form of group work that promotes

positive interdependence, individual accountability, collaborative skills, and group

processing.

Positive Interdependence: In cooperative learning, students perceive that they can reach their

goals if and only if the other members of the group also reach theirs. This fosters a sense of

teamwork and mutual support among group members.

Individual Accountability: Each student is responsible for their own learning and contributes

to the group's success. Individual accountability ensures that all students actively participate

and engage in the learning process.

Collaborative Skills: Cooperative learning helps students develop essential collaborative

skills such as communication, leadership, problem-solving, and conflict resolution. These

skills are valuable for academic success and future career readiness.

Group Processing: Group processing involves reflecting on the group's dynamics,

interactions, and outcomes. It allows students to assess their teamwork, identify areas for

improvement, and enhance their group work strategies.

20

Benefits for Diverse Learners: Cooperative learning benefits diverse learners by providing

opportunities for peer support, shared knowledge, and varied perspectives. It promotes

inclusivity and helps students learn from each other's strengths and experiences.

Promotes Critical Thinking: Through discussions, debates, and problem-solving activities

within groups, cooperative learning stimulates critical thinking skills. Students learn to

analyze information, evaluate options, and make informed decisions collaboratively.

Enhances Motivation and Engagement: Working in groups can increase motivation and

engagement as students feel a sense of belonging, responsibility, and achievement when they

contribute to the group's success.

Improves Social Skills: Cooperative learning encourages social interaction, empathy, and

respect for others' opinions. Students learn to work collaboratively, communicate effectively,

and build positive relationships with their peers.

Cooperative learning is a powerful instructional strategy that promotes active

learning, social development, and academic achievement among students in a supportive and

inclusive learning environment.

Articulating good teamwork involves clearly defining and communicating the

characteristics, principles, and behaviors that contribute to effective collaboration and group

dynamics.
21

Clear Expectations: Communicate the goals, roles, responsibilities, and expectations of team

members. Ensure that everyone understands their individual tasks and how they contribute to

the overall team objectives.

Open Communication: Encourage open and honest communication within the team. Create a

supportive environment where team members feel comfortable sharing ideas, providing

feedback, and expressing concerns.

Respect and Trust: Foster a culture of respect, trust, and mutual understanding among team

members. Acknowledge and appreciate diverse perspectives, skills, and contributions within

the team.

Collaboration and Cooperation: Emphasize the importance of collaboration and cooperation

in achieving common goals. Encourage team members to work together, share resources, and

support each other's efforts.

Problem-Solving Skills: Develop problem-solving skills within the team by encouraging

critical thinking, creativity, and innovation. Teach team members how to identify challenges,

analyze options, and implement effective solutions collectively.

Continuous Learning: Encourage a culture of continuous learning and development within

the team. Provide opportunities for skill-building, training, and professional growth to

enhance team effectiveness and performance.

22

By articulating and promoting these principles of good teamwork, teams can cultivate

a positive and productive working environment that fosters collaboration, creativity, and

success.
23

References:

Castañer, X., & Oliveira, N. (2020). Collaboration, Coordination, and Cooperation Among
Organizations: Establishing the Distinctive Meanings of These Terms Through a Systematic
Literature Review. Journal of Management, 46(6), 965-1001.
https://doi.org/10.1177/0149206320901565

Schmutz JB, Meier LL, Manser T. How effective is teamwork really? The relationship
between teamwork and performance in healthcare teams: a systematic review and meta-
analysis. BMJ Open. 2019 Sep 12;9(9):e028280. doi: 10.1136/bmjopen-2018-028280. PMID:
31515415; PMCID: PMC6747874.

Strom, P. S., Strom, R. D., & Wang, C. (2024). Peer and Self-Assessment of Teamwork Skills
in High School: Using a Multi-Rater Evaluation Method for Cooperative Learning Groups.
International Journal of Educational Reform, 33(1), 81-100.
https://doi.org/10.1177/10567879221082969

Auckaili, Amar & Al-Rawi, Mohammad. (2021). Literature Review: Effective Teamwork and
Team Diversity in Engineering Education.

R.M. Belda, F. Fornes (2016) ANALYSIS OF LECTURER EVALUATION VS. STUDENT

PEER- AND SELF-EVALUATION OF TEAMWORK AND LEADERSHIP IN
UNIVERSITY FIRST-YEAR STUDENTS, INTED2016 Proceedings, pp. 8041-8048.

Kozlowski, S. W. J. (2018). Enhancing the Effectiveness of Work Groups and Teams: A

Reflection. Perspectives on Psychological Science, 13(2), 205-212.
https://doi.org/10.1177/1745691617697078

Ansell, Katie & Reck, Rebecca & Golecki, Holly & Schmitz, Christopher. (2023). Training
Students to Establish and Maintain Positive Group Dynamics in Design and Design-Based
Classes. 1-5. 10.1109/FIE58773.2023.10343038.

McEwan D, Ruissen GR, Eys MA, Zumbo BD, Beauchamp MR (2017) The Effectiveness of
Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review
and Meta-Analysis of Controlled Interventions. PLoS ONE 12(1): e0169604.
https://doi.org/10.1371/journal.pone.0169604

Buchs, Céline & Butera, Fabrizio. (2015). Cooperative learning and social skills
development.

Santiago Mendo-Lázaro, Elena Felipe-Castaño, Damián Iglesias-Gallego, Benito León-del-

Barco, María-Isabel Polo-del-Rio (2018) Cooperative Team Leaning and the Development of
the Social Skills in Higher Education: The Variables Involved. Frontiers in Psychology, 9.
doi: 10.3389/fpsyg.2018.01536. https://doi.org/10.3389/fpsyg.2018.01536

Official Gazette of the Philippines. K to 12 Basic Curriculum Program.

https://www.officialgazette.gov.ph/k-12/#:~:text=What%20is%20Senior%20High
%20School,includes%20Grades%2011%20and%2012.