A COMPARATIVE STUDY OF INDIVIDUAL STUDY AND GROUP STUDY ON THE

ACADEMIC PERFORMANCE OF GRADE 8 STUDENTS OF RC-AKICFI SLS

A RESEARCH PAPER TO BE SUBMITTED TO THE FACULTY OF RC AL-

KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SCIENCE LABORATORY SCHOOL (RC-AKICFI-SLS)

GRADE 9 PEARL GROUP 1:

ABUBACAR, IMAN GHALIA
AHAMED, ALDIA
AMPUAN, ANNIKA
PANGANDAMAN, SITTIE NURHALIZAH
YUSOPH, MOHAMMAD RAYYAN

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 CHAPTER 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION
Education is a crucial element in shaping the future of individuals. As student
progress through their academic journey, the methods of learning and studying play a
significant role in determining their success. One such aspect is the choice between individual
study and group study.

In the realm of education, the debate between individual study and group study
has been ongoing. Both methods have their proponents and detractors, each arguing for their
efficacy in enhancing academic performance. Understanding the impact of these study
methods on academic achievement is crucial for educators and students alike.

Education, as a dynamic field, constantly seeks innovative approaches to

enhance student learning and academic performance. One enduring debate within this
discourse revolves around the efficacy of individual study versus group study. The current
study, titled "A Comparative Study of Individual Study and Group Study on the Academic
Performance of Grade 8 Students of RC-AKICFI SLS," aims to contribute valuable insights
to this ongoing dialogue by investigating the impact of these two study methods on the
scholastic achievements of Grade 8 students at RC-AKICFI SLS (RC-AL KHWARIZMI
INTERNATIONAL COLLEGE FOUNDATION INC. SCIENCE LABORATORY
SCHOOL).
RC-AKICFI SLS stands as an educational institution committed to providing
quality education to its students. The Grade 8 level serves as a pivotal stage in students'
academic journeys, where the foundation for higher learning is laid. Recognizing the
significance of this juncture, it becomes imperative to understand how different study
methodologies may influence academic outcomes. This research aims to conduct a
comparative study to explore the impact of group study and individual study on the academic
performance of GRADE 8 STUDENTS OR RC-AKICFI SLS.

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THEORITICAL FRAMEWORK
This theoretical framework aims to provide a conceptual foundation for the
comparative study of individual study and group study on the academic performance of
Grade 8 students at RC-AKICFI SLS. The framework draws upon key theories and concepts
related to learning styles, social interaction, and cognitive processes to elucidate the potential
mechanisms influencing academic outcomes within the context of individual and group study.
1.1 Social Learning Theory
Albert Bandura's Social Learning Theory posits that individuals learn not only
through direct instruction but also by observing and imitating others within a social context.
In the realm of education, this theory suggests that students may derive academic benefits not
only from formal instruction but also from peer interactions. In the context of group study,
the social learning theory implies that students may acquire knowledge and skills through
observing their peers, engaging in collaborative problem-solving, and sharing diverse
perspectives.
1.2 Cognitive Load Theory
John Sweller's Cognitive Load Theory focuses on the amount of mental effort
required to process information. In the context of individual study, the theory suggests that
learners can effectively manage their cognitive load by self-pacing and focusing on specific
tasks. On the other hand, group study may introduce additional cognitive load due to the need
to coordinate with peers and process multiple perspectives simultaneously. This framework
suggests that the optimal balance of cognitive load may vary between individual and group
study, impacting academic performance.
1.3 Multiple Intelligences Theory
Howard Gardner's Multiple Intelligences Theory proposes that individuals possess
different forms of intelligence, and learning styles may vary accordingly. The theory suggests
that individual study may cater better to certain types of learners who prefer solitary and
reflective approaches, while group study may benefit those who thrive in collaborative and
interactive environments. Understanding these individual differences is crucial in
comprehending the potential impact of study methods on academic performance.

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CONCEPTUAL FRAMEWORK

I
M
INFLUENCE OF GROUP P
STUDY AND L
RESPONDENT'S PROFILE: INDIVIDUAL STUDY ON I
C
A) AGE THE ACADEMIC A
B) GENDER PERFORMANCE OF T
GRADE 8 STUDENTS I
OF RC-AKIC FIF SLS O
N
S

STATEMENT OF THE PROBLEM

The Academic success of grade 8 students are influenced by many factors, and the study
environment is a critical component. Understanding the advantages and disadvantages of
group study and individual study can provide important insights for educators, parents, and
students. This research seeks to address the following questions:
1. What is the respondent’s profile in terms of:
A) Age
B) Gender
2. How does Group Study influence the academic performance of Grade 8 students of
RC-AKICFI SLS?
3. How does Individual Study Influence the Academic performance of Grade 8 students
of RC-AKICFI SLS?

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HYPOTHESIS
In order to tentatively answer above problem or questions, some of these hypotheses
were based on our own experience and through research.

HYPOTHESIS 1: GROUP STUDY

Null Hypothesis: There is no significant difference in the academic performance of Grade 8
students at RC-AKICFI SLS between those who engage in group study and those who do not.

Alternative Hypothesis: Grade 8 students at RC-AKICFI SLS who participate in group study
demonstrate a significant improvement in academic performance compared to those who do
not engage in group study

HYPOTHESIS 2: INDIVIDUAL STUDY

Null Hypothesis: There is no significant difference in the academic performance of Grade 8
students at RC-AKICFI SLS between those who prefer individual study and those who do
not.

Alternative Hypothesis: Grade 8 students at RC-AKICFI SLS who prefer individual study
exhibit a significant improvement in academic performance compared to those who do not
favor individual study.
SIGNIFICANCE OF THE STUDY
This study is significant as it provides deeper understanding of the study habits that
contribute to academic success among grade 8 students of RC-AKICFI SLS. The study may
benefit the following:

EDUCATORS. The study's insights can contribute to the ongoing professional

development of educators. By staying informed about the impact of different study methods,
educators can continuously refine and improve their teaching practices.
Educators can engage in reflective practices, incorporating lessons learned from the study to
enhance the overall quality of education provided at RC-AKICFI SLS.

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 STUDENTS. Gain insights into their own learning preferences and the potential impact
of study methods on their academic performance.
Make informed decisions about their study habits based on the findings, potentially leading to
improved learning outcomes.

PARENTS AND GUARDIANS. Understand the factors influencing their children's

academic choices and performance. Receive guidance on how to support their children's
study habits and foster an environment conducive to learning.

SCHOOL ADMINISTRATION. Gain insights into the study habits and preferences of
Grade 8 students, facilitating informed decision-making regarding curriculum design and
resource allocation. Implement evidence-based practices to improve the overall educational
experience for students.

THE SCOPE AND LIMITATION

The study focuses on Grade 8 students within the RC-AKICFI SLS. Limitations may
include external factors such as economic status, prior academic performance, and individual
learning styles. The Findings are context-specific to this grade level and may not be
generalized to other levels within the institution. Other study methods or hybrid approaches
are not extensively explored within the scope of this study.
The primary focus is on the comparison between individual study and group study. The
study explores how learning preferences and motivation influence the choice between
individual and group study. Factors beyond these, such as personal interests or external
influences, are not extensively examined.

DEFINITION OF TERMS
COMPARATIVE STUDY. A research approach that involves analyzing and contrasting
two or more variables, in this case, individual study and group study, to identify similarities,
differences, and patterns in their impact on the academic performance of Grade 8 students.
INDIVIDUAL STUDY. A learning method in which a student engages in educational
activities, such as reading, researching, or problem-solving, independently, without direct
collaboration or interaction with peers.

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 GROUP STUDY. A collaborative learning method where a group of students work
together on academic tasks, share ideas, discuss concepts, and collectively engage in
activities designed to enhance understanding and academic performance.

ACADEMIC PERFORMANCE. Is the measurement of student achievement across

various academic subjects. The measurable achievement of Grade 8 students at RC-AKICFI
SLS, encompassing factors such as grades, standardized test scores, and overall scholastic
accomplishment in various subjects.
LEARNING PREFERENCES. Individual inclinations and approaches to acquiring
knowledge, reflecting the student's preferred methods of learning, assimilating information,
and engaging with educational materials.
MOTIVATION. The internal drive, enthusiasm, or willingness of Grade 8 students to
actively participate in academic tasks, complete assignments, and achieve success in their
studies.
PEER INTERACTION. The collaborative engagement and communication among
Grade 8 students within a group study setting, encompassing discussions, knowledge sharing,
and joint problem-solving activities.
CONTEXTUAL VARIABLES. External factors, including the school environment and
cultural influences at RC-AKICFI SLS, that may affect the study habits, preferences, and
academic performance of Grade 8 students.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter discusses the related literature and studies which is in line to the
researchers’ study. It discusses the various literature and studies related to the comparison of
individual study and group study on the academic performance of grade 8 students in RC-
AKICFI SLS.

RELATED LITERATURE

A research literature by Dr.Sirajul Kandhro, (2015) aimed at exploring the impact of

self-study on learning abilities of the students and as well the impact of group study on
learning ability at the university level of the study. The purpose of this study is to explore that
as to what extent the self-study or group study is helpful in enhancing their learning abilities
at the university level. It is generally believed that group study enhances student’s class
performance and as well as in examination tests. It is also believed that in a group
environment, mostly students do not postpone their study work and they are being pushed to
complete it on time. In individual study, it is easy to put off assigned study work and think of
doing it later. In group study environment, the whole group relies on members to complete
study work. The group study pushed the students to speaking and listening to others and
providing an opportunity to student to enhance their confidence and improve recalling ability.
The group study make the student more organized to learn and organize study that may
become helpful in enhancing their better understanding of material for taking successful
examinations. It is concluded from this research study that every student has different
potential of capability and according to that a student adopts his pattern of study. Some
students like to have group study because they are able to enhance not only their knowledge
but also thinking ability, confidence ability during the discussion with other group members.
Besides that, they also do their individual-study. They do group study for sharing their

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knowledge whatever they have read it in an individual-study. Such students are deemed as
those who are self- confident in their studies and as well as in group study.

A study published on NCBI explored the patterns of study group usage and found that
some students perceive individual study as more productive, while others benefit from the

collaborative nature of study groups. We related study group use to performance on content
exams, explored patterns of study group use, and qualitatively described student perceptions
of study groups. A pre- and posttest were used to measure student content knowledge.
Internet-based surveys were used to collect quantitative data on exam performance and
qualitative data on study group usage trends and student perceptions of study groups. No
relationship was found between gains in content knowledge and study group use. Students
who participated in study groups did, however, believe they were beneficial. Four patterns of
study group use were identified: students either always (14%) or never (55%) used study
groups, tried but quit using them (22%), or utilized study groups only late in the semester
(9%). Thematic analysis revealed preconceptions and in-class experiences influence student
decisions to utilize study groups. They conclude that students require guidance in the
successful use of study groups. Instructors can help students maximize study group success
by making students aware of potential group composition problems, helping students choose
group members who are compatible, and providing students materials on which to focus their
study efforts. (Stephen M. Rybcznski, Elisabeth E. Schussler, 2011)

A literature review on JSTOR synthesized the empirical research on the effects of

social context (i.e., small group versus individual learning) and its impact on students. When
students learn using computer technology. In total, 486 independent findings were extracted
from 122 studies involving 11,317 learners. The results indicate that, on average, small group
learning had significantly more positive effects than individual learning on student individual
achievement, group task performance, and several process and affective outcomes. However,
findings on both individual achievement and group task performance were significantly
heterogeneous. Through weighted least squares univariate and multiple regression analyses,
we found that variability in each of the two cognitive outcomes could be accounted for by a
few technology, task, grouping, and learner characteristics in the studies. When working in
groups, students may work on a variety of tasks. Some tasks may be ill-structured and open;
others may be highly structured and closed. Small group learning found that groups were
not productive when tasks were closed with only one fixed answer to the question; groups

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were more productive when tasks were open to multiple perspectives and solutions. (Yipping
Lou, 2001)

These sources provide valuable insights into the advantages and challenges of
individual study and group study, highlighting the need for a nuanced understanding of the
factors that influence the effectiveness of each approach.

RELATED STUDIES

An article on Leadership Newspaper 2023 entitled “Comparing group study and

Studying alone – expert” highlighted that student in groups are more motivated to study on
a day-to-day basis compared to those studying alone. Group study provides a larger support
circle and exposure to different perspectives, which can contribute to a more well-rounded
learning experience. One benefit of creating a group students can use to study together is
definitely the increased motivation. Whether you’d see it as more of a competitive
atmosphere or a friendly one, you’d feel more inclined to actually do your study work. You’d
feel much better while studying knowing that your fellow students will see and recognize
your efforts. Rather than being inclined to study just for finals, now you’d have a much
bigger motivation to study regularly. When you study on your own, you might find particular
aspects of the material challenging. Indeed, such may occur once, twice, or numerous times
in just a single study session. But when you study with others, you have many points of view
at your disposal and you have more than a single mind to think over some challenging parts.
You might be able to help your fellow students with stuff they find hard to get and, on the
other hand, they can do the same for you. (Bukola Aro-Lambo, 2023)

A study published in ScienceDirect entitled “Comparing the Effects of Individual

Versus Group Face-to-Face Class Activities in Flipped Classroom on Student's Test
Performances” compared the effects of individual versus group face-to-face class activities in
a flipped classroom on students' test performances. There is limited evidence describing the
most appropriate type of class activity facilitating better test performance in students engaged
in flipped classroom learning. The purpose of this study was to compare effects of individual
versus group face-to-face class activities in flipped classroom on student’s test performances.
The results on student individual achievement and group task performance suggest that the

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two cognitive outcomes appeared different not only in their mean effect sizes but also in the
factors that accounted for the variability in the two outcomes. A comparison of several
predictors of individual achievement and group task performance indicated a differential
pattern of moderating effects. On the other hand, the differential influence of elaborate
feedback on group task performance and individual achievement suggest that articulation of
ideas and discussion may be more important in facilitating student learning than simply
reading the feedback provided on the computer screens. The results of this study may provide
insights into the academic outcomes of individual and group study settings. (Hawazen Rawas,
Nusrat Bano, Salwa Alaidarous, 2020)

A study by Chaya R. Jain and Tristan T., (2015) demonstrates that “A Comparative
Assessment of Collaborative vs. Individual Learning” is to test the theory that suggests group
collaboration as a positive practice of learning. This research study identifies more closely
with the “effects” than any particular area impacting the effect. In other words, we examine
the outcome of collaboration than the collaborative process itself with respect to task
performance comparing a control and an experimental group. It measures the academic
achievements of two groups’ performance within the traditional face-to-face classroom
setting; however, with one group receiving the intervention of collaborative activities. The
study focuses a comparison of the impacts of collaborative vs. individual learning on
students’ academic achievement using the research question “Does collaborative learning
impact students’ academic performance?”. The purpose of this study was to determine
whether collaboration helps students achieve higher academic performance.

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 CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN

The study adopts a descriptive research design, beginning with the collection and
analysis of quantitative data followed by qualitative data. The quantitative phase involves the
administration of surveys and the collection of academic performance metrics, while the
qualitative phase comprises interviews and focus group discussions to provide a deeper
understanding of the quantitative findings. The main goal for this type of research is to
describe the characteristics and opinions about the insight of the grade 8 students between
group study and individual study so that the researchers may gain a better perspective on this
topic. It needs descriptive information in order to fulfill this study.

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LOCALE OF THE STUDY

This study will be conducted in RC-ALKHWARIZMI INTERNATIONAL

COLLEGE FOUNDATION INC. SCIENCE LABORATORY SCHOOL at Sarimanok,
National Highway, Marawi City. This institution is headed by Dr. Asnawil G. Ronsing, and
was established on 2008. This institution is also connected with Ranao Council.

RESEARCH RESPONDENTS

The respondents of this research will be 20 random students in each sections of Grade
8 at RC-AKICFI SLS. 20 Students will be coming from Section Diamond, 20 from Section
Sapphire, 20 From section Amethyst, And 20 from section Quartz. A total of 80 students.
RESEARCH INSTRUMENTS

The Researcher will use to gather data through the answers on the survey
questionnaire that will be given to the respondents. The survey questionnaire is composed of
three parts, The first part will be how will group study affect you, the second part will be how
will individual study affect you, and the last part is which will e more effective on studying?
Group Study or Individual study?
DATA GATHERING PROCEDURES

The researchers will personally ask permission to the class advisers of the respondents
to comply the questionnaires after having made great arrangements with the school staff
concerned and the respondents as well.

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 This study concerns data collection. After getting the approval of the research adviser,
the researchers will conduct the study at the school premises and distribute the questionnaires
on the Grade 8 students of RC-AKIC SLS. The researchers will first explain the purpose of
the study to the respondents. 20 students each room will be randomly selected so a total of 80
students from the whole population of the grade 8 level and each individual are given a
survey questionnaire to answer. After the questionnaires are administered, the researchers will
collect them for the analysis and clarification of results.
STATISTICAL TOOLS

The following statistical tools will be used to analyze the data gathering in this study.

Frequency Distribution. It is a tabular representation of a survey data set used to

organize and summarize the data. Specially, it is a list of either qualitative or quantitative
values that variable takes in a data set
Percentage Distribution. It is a display of data that specifies the percentage of
observation that exists for each data point or grouping of data points. It is a particular useful
expressing the relative frequency of survey responses or other data.
Formula:
%=frequency x 100
N

Weighted Mean. is a kind of average. Instead of each data point contributing equally
to the final mean, some data points contribute more “weight” than others.
Formula:

Weighted Mean = ∑x
n

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