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CHAPTER I
INTRODUCTION
This chapter of the paper presents the problem and its setting. It includes

the nature and background of the study, the statement of the problem, scope and

delimitation of the study, significance of the study, definition of Terms, and

conceptual framework.

NATURE AND BACKGROUND OF THE STUDY

Collaboration and teamwork abilities play an essential role in today's 21st

century in both academic and professional meaning as it increase students' move

toward higher education and the workforce. Students might learn a lot from working

in groups, but the learning potential of collaboration is underused in practice.

Collaborative, cooperative, and teamwork learning were usually considered to

represent the same concept, although they are sometimes defined differently

(Scager et al., 2016); we considered these concepts comparable and used the

term “collaboration” throughout the paper.

Collaborative skills in education encompass the ability to work together

effectively in a group or team to achieve a common goal. In the context of

education, collaborative skills were essential for both students and teachers.

According to Indeed Editorial Team (2022) “collaboration’ means working together

and takes place when one or more people work cooperatively to complete a

project/task or to develop ideas or processes. In other words, collaboration occurs

when two or more people work together towards a common goal that benefits
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either a team or a company.” For students, collaborative learning involves

participating in small-group activities where they share knowledge and expertise,

with the teacher acting as a facilitator. This approach not only enhances cognitive

benefits but also provides social skills needed for future professional work.

Therefore, it is essential for students to develop collaborative skills because these

skills assist in the areas of problem-solving, adaptability, open communication and

participation, skill-sharing, goal alignment, and engagement. (Ribeiro, 2020).

However, obstacles to collaboration, such as students' lack of collaborative skills

and free-riding, have been identified.

Meanwhile, in the Philippines, the implementation of the K to 12 Basic

Education Program has caused significant changes in the curriculum, instruction,

and assessment practices. The Republic Act (RA) 10533 (2013), otherwise known

as the Enhanced Basic Education Act of 2013, required that the curriculum employ

pedagogical approaches that were constructivist, inquiry-based, reflective,

collaborative, differentiated, and integrative. The used of performance task

assessment to measure students’ learning and skills in accomplishing practical

tasks and dealing with real-life problems was also highlighted in the act (Republic

Act No 10533, 2013; Retna, 2016). Anchored on the theory of social

constructivism, where children learn through social collaborations (Vygotsky,

1978), a thematic approach to teaching was also employed in this study, an

integrative approach where teaching and learning in different areas of the

curriculum are interrelated and connected to integrate within a theme. It was a

powerful tool for integrating the Curriculum, allowing learning to be more natural
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than the fragmented nature of the school activities. So, instead of giving students

individual performance tasks for each Applied Subject, an integrated task was

introduced.

In the Department of Education (DepEd), the Group Integrated

Performance Tasks (IPT) was administered as a new system for assessing

learners' learning. It was designed to help learners and parents ease the burden

of learning activities and assessments (Fajardo, 2022). The Group Integrated

Performance Tasks (IPT) was a type of learning evaluation in which learners

demonstrate their understanding, knowledge, and abilities by integrating learning

competencies from several learning domains (Wren, 2015). It was an alternative

technique to help learners alleviate the burden of assessing their learning because

they will create one performance task to be scored. The Group Integrated

Performance Tasks (IPT) was a collaborative innovation that requires the

collaboration of innovative minds among teachers from various learning areas.

They generate creative ideas to create a single performance task that corresponds

to the competencies of the many learning areas. The Group Integrated

Performance Tasks (IPT) is a type of academic easiness, as learners can only

concentrate on one performance challenge that integrates all of the learning

domains, reducing the effort and time required, which benefits students.

The Group Integrated Performance Tasks (IPT) promotes collaboration

among students in the Philippines by providing a framework for integrating learning

competencies from several learning domains. This collaborative approach allows

students to work together to create a single performance task that corresponds to

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the competencies of multiple learning areas. By engaging in this process, students

were able to collaborate with their peers, share ideas, and develop a deeper

understanding of the subject matter.

Señor Tesoro Academy, as a renowned educational institution, takes

proactive measures to help students develop their ability to work effectively with

others. As part of this approach, the school has introduced Group Integrated

Performance Tasks (IPT) as a means of encouraging students to engage in

collaborative group projects. With the implementation of Group Integrated

Performance Tasks (IPT), it has now been four years since this innovative

approach was integrated into the school's curriculum at Señor Tesoro Academy.

However, despite the existing research on collaborative learning and

performance tasks, there was a lack of studies that have specifically investigated

the impact of Group Integrated Performance Tasks (IPT) on collaboration among

Senior High School Students particularly within the specific school setting of Señor

Tesoro Academy. Most existing research in this area has focused on individual-

based performance tasks, and there was a need to explore the effects of group-

based tasks on collaboration in this specific context.

Therefore, this study aimed to determine the effect of Group Integrated

Performance Tasks (IPT), which are part of the curriculum at Señor Tesoro

Academy, on the growth of Senior High School Students in collaborative abilities.

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STATEMENT OF THE PROBLEM

This research aimed to investigate the effects of Group Integrated

Performance Tasks (IPT) on the collaborative skills of Senior High School Students

at Señor Tesoro Academy.

Specifically, the study seeks to answer the following questions:

1. How does the frequency of participating in Group Integrated Performance Tasks

(IPT) influence the efficiency of Collaborative Skills of Senior High School

Students?

2. How does the Group Integrated Performance Tasks (IPT) contribute to the

aspects of the development of Collaborative Skills of Senior High School Students

in Señor Tesoro Academy in terms of the following:

2.1 Experience;

2.2 Responsibility of leaders and members; and

2.3 Peer Evaluation?

3. Is there a significant relationship between the frequency and aspects of

development in collaborative skills?

4. What are the challenges encountered in doing Group IPT of Senior High School

Students in Señor Tesoro Academy?

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5. What measure can be developed to improve the collaborative skills of students

during Group IPT?

SCOPE AND DELIMITATION

The study focused on examining the effect of group integrated performance

tasks on enhancing collaborative skills among Senior High School Students at

Señor Tesoro Academy in San Miguel, Calasiao, Pangasinan. The target

population or respondents for this study by applying Slovin’s formula is 197 out of

389 all Senior High School Students. The research conducted over a specific

duration of six months, from November 2023 to May 2024, in the academic year

2023–2024.

The research focused specifically on the enhancement of collaborative

skills among Senior High School Students. These skills may include effective

communication, teamwork, problem-solving, and decision-making abilities. The

participants selected through Stratified Random Sampling, ensuring that they were

Senior High School Students who had participated in group-integrated

performance tasks. Pearson’s correlational design will be utilized, analyzing the

result of the research survey to measure the relationships of frequency group

integrated performance tasks on aspects of the development of collaborative skills.

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SIGNIFICANCE OF THE STUDY

How the results of the study will be of great benefits of the following:

Students. The study's results can empower Senior High School Students by

enhancing their collaborative skills, improving academic performance, and

preparing them for the real world through effective teamwork and collaboration.

Teachers. Teachers can benefit from the study's insights to make informed

decisions about teaching strategies, tailor their instruction for better collaborative

skills development, and potentially access professional development opportunities

to enhance their facilitation of collaborative learning.

School. Señor Tesoro Academy can see benefits such as an enhanced reputation,

improved educational quality, and data-driven decision-making as a result of the

study, which can positively impact its mission and attract more students and

parents.

Other educational institutions. Insights from this study offer practical strategies

that can be adapted to promote effective collaboration and interactive learning of

the students. Sharing these findings contributes to the broader improvement of

teaching methods in diverse educational settings.

Future researchers. This study can serve as a valuable research direction,

inspiring future researchers to explore collaborative learning strategies in different

contexts, offering methodological insights, and contributing to the existing body of

knowledge on collaborative skills in education for further specialized research.

DEFINITION OF TERMS
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1. Collaboration - Collaboration can be operationally defined as the act of working

together with others towards a common goal or objective.

2. Group Integrated Performance Tasks (GIPT) - In this research, an group-

integrated performance task can be operationally defined as a collaborative activity

or project that requires Senior High School Students at Señor Tesoro Academy to

work together in groups to solve a complex problem or complete a task that

integrates knowledge and skills from multiple subject areas.

3. Peer Evaluation - In this research, peer evaluation can be operationally defined

as the systematic process of assessing and providing feedback on the

performance, contributions, and collaborative skills of students within the group.

4. Skills - In the context of this research, skills can be operationally defined as the

specific knowledge, abilities, and competencies that Senior High School Students

at Señor Tesoro Academy possess and utilize during the Group Integrated

Performance Tasks.

CONCEPTUAL FRAMEWORK

In the context of the study on the effects of Group Integrated Performance

Tasks (IPT) on the collaborative skills of Senior High School students at Señor

Tesoro Academy, the IPO (Input-Process-Output) model serves as a structured

framework to guide the research. The 'Input' phase consists of the frequency of

Group Integrated Performance Tasks themselves, the cohort of Senior High

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School Students, the educational setting of Señor Tesoro Academy, and the

baseline data on students' existing collaborative skills. The 'Process' phase

involves the practical implementation of IPT within the curriculum and systematic

data collection through surveys. This phase is crucial as it encompasses the active

components where the inputs are transformed. In the 'Output' phase, the outcomes

of the study are realized. These include the effect of aspects of the development

of collaborative skills, challenges encountered during Group Integrated

Performance Tasks, and Measures that can be developed to improve the

collaborative skills of students. The study may also propose recommendations

based on these outcomes, suggesting ways to optimize the use of IPT for

improving collaborative skills. This systematic approach ensures a thorough

investigation and understanding of the impact of IPT on collaborative skills in an

educational setting.

Figure 1. Paradigm of the study: Shows the Input - Process- Output of the research

study.