LAIRD
LAIRD
LAIRD
Master in Education
2024
i
EFFECTIVENESS OF COLLABORATIVE LEARNING IN
ENHANCING THE ACADEMIC PERFORMANCE OF GRADE 8
SLOW LEARNERS SCIENCE
Master in Education
Major in Educational Leadership
2024
1
Approval Form
In partial fulfillment of the requirements for the degree MASTER IN EDUCATION, the
completed practicum paper entitled “EFFECTIVENESS OF
COLLABORATIVE LEARNING IN ENHANCING THE ACADEMIC
PERFORMANCE OF GRADE 8 SLOW LEARNERS SCIENCE ”,
prepared and submitted by LAIRD and is hereby endorsed for approval.
This is to certify that the completed practicum paper mentioned above submitted
by LAIRD has been approved and accepted on June 2024 by the Oral Examination
Committee.
APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.
2
ABSTRACT
Sample only
3
ACKNOWLEDGMENT
This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.
Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;
My fellow teachers of ___ School for their support and cheers in the
accomplishment of this study;
My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;
To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;
Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.
NAME
4
DEDICATION
5
TABLE OF CONTENTS
Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix
Chapter
1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….
2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………
Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………
BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..
A. Permit to Conduct a Study…..………………………………
B. Schedule on the Conduct of the Study…..……………………………
C. Raw Data…………………………………………………38
D. Pre-test and Post-test Questions with Table of Specifications ………..
E. List of Instructional Materials Used with Brief Description……...…….42
F. Pictures of Instructional Materials Used ………………………………. 43
G. Pictures while Conducting the Study …………………………………...44
6
H.Curriculum Vitae
LIST OF TABLES
1 Analyzing Norms……………………………………………………
7
LIST OF FIGURES
8
9
Chapter I
INTRODUCTION
Science Education is the Field that involves the study of Science phenomena band
learners are continuously required to identify the hidden concepts, define adequate
quantities and explain underlying laws and theories using high-level reasoning skills.
Thus, learners are involved in the process of constructing qualitative models that help
phenomena.
programs on strengthening Science Education, DepEd Order 51, s2010, shared its
Special Science Elementary Schools (SSES) Project. This project enhances teachers and
investigatory projects, leadership training, workshops and .or educational visits and
for Philippine Science Education” which contains resources that will help teacher
learning process which includes knowledge, practice and attributes and all of these are
anchored on the objective of raising the quality of Science Education (Brawner, 2018)
10
According to the Department of Education Press Release in the year 2021. The
department also hold virtual activities for National Science and Technology Fair 2021
na Pamayanan”. The activity highlights the role of science and research in addressing the
Basic Education Curriculum Framework and adopts the general principles of the National
Early Learning Framework (NELF). The theoretical bases for teacher-learning in the
Appropriate practices (DAP). These support the principles of learners’ growth and
(DepEd) launched the Back to Basic (B2B) online lect6ures program which serves as
avenue to present difficult Science theories and concepts in a popular and fun ways using
videos And infographics for teaching-learning process, inspire greater understanding and
Moreover, the system of science curriculum specifies that learning domains need
portrays the gradual unfolding but steady development as expected of every learner. The
learner is seen as being in the process of blossoming like a flower bud whose
development should not be forced lest it lose its chance to fully mature. The domains are
enclosed by the learning areas that learners will meet in elementary level onwards for
11
According to Batomalaque (2021), the National Achievement Test shows that
aside from Science, Science continues to be the most difficult field of study in basic
education in the Philippines. Filipino learners gave correct answers to less than 50% of
the questions in Science (48.61%). This score has not improved in the recent years. The
aforementioned results is a major crisis. The country has been participating in global
curriculum. The dismal result for the third time is so depressing and should serve as a
wake-up call.
improve performance of learners and to develop an effective way of crafting their science
skills towards academic performance. One of the learning innovations for learners is to
there were identified slow learners whose learning needs should be addressed to
learners who have weak understanding along the concepts of the said topic, majority of
these learners have difficulty connecting earlier lessons to the more recent competencies
being taught to them. Due to these challenges, learners perform poorly in the subject. In
being discussed but they quickly forget it the next day, and poor understanding of the
12
Undeniably, the current situation of the grade 8 slow learners’ performance in
Science in relation to the international and local assessments showed a gap between the
performances of the learners ibn science as reflected in their MPS during the grading
period. The results further revealed that there is a need to provide more learning
interventions and teaching strategies to close the gap especially from distance to person-
hybrid learning where most learners are still in the state of a shock and distress in
teaching strategy where students work in groups to finish an activity in order to improve
learning and achieve particular goals (Johnson, Johnson, & Smith, 2019). In CL, students
work together in small groups to help each other understand the course material.
in groups and in which each learner is held accountable for his or her own learning and is
motivated to increase the learning of others," according to Olsen and Kagan (2019).
more popular in teaching and learning, replacing the lecture-based paradigm. According
to Johnson & Johnson (2020), the majority of current research is based on the notion that
13
majority of research on the effects of CL has consistently demonstrated that this method
Thus, its effectiveness was noted in the study” Effectiveness of Collaborative and
Almonia (2024), emphasizing that as the Philippine educational system transitions back
(50) grade 5 pupils from a public elementary school in Gingoog City during the SY 2022-
2023. Methodology: The study utilized an experimental research design. Two groups of
students were given both pretests and posttests. Data analysis was performed using
percentages and t-tests to determine the effectiveness of each learning approach. Main
Findings: The results revealed a notable difference in pretest scores between pupils
in both pretest and post-test scores within each group, emphasizing the superior impact of
14
Collaborative Learning on student performance. Novelty/Originality of this study: This
solving. The research suggests that the daily implementation of Collaborative Learning
can be a powerful tool for improving educational outcomes. Furthermore, the study opens
avenues for applying Collaborative Learning strategies across other subjects such as
meta method. For this purpose, various national and international databases were
searched, and among 81 articles and 37 theses covering the period between 2001 and
2022, 46 articles and 31 theses that included pre-test-post-test data and included the
preferred for meta-analysis. The effect size of 77 studies included in the analysis was
found to be g = 1.070 and it was seen that the cooperative learning method in science
education had a positive and large effect on academic achievement. On the other hand, as
a result of the metathematic analysis, it was determined that the cooperative learning
method increased academic achievement due to the meaningful and permanent realization
of learning. In addition, thanks to the activities in which the student plays a central role, it
is understood that it develops positive attitudes towards the science course depending on
15
the results such as making the course enjoyable and fun, making it popular and
effects of cooperative learning method in science education with mixed-meta method will
Hindun et.al. (2024), stated that Science literacy abilities and collaborative skills are part
of the life skills demands of the 21st century. This research aims to analyze the
effectiveness of the PjBL learning model in improving the Science literacy and
Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest
Control Group Design. The research sample consisted of 60 class VIII students taken by
total sampling. Data was obtained through observation, questionnaires and tests. Data
analysis uses covariance analysis (ANCOVA) to verify the data against the proposed
hypothesis. The research results show that the average Science literacy and collaboration
in PjBL learning is higher than conventional learning. The results of the analysis can be
literacy and students' collaboration skills. Thus, the PjBL model is recommended to be
high school level as an effort to develop students' 21st century life skills.
16
Conceptual Framework
work together in such a way that each group member's success is dependent on the
group's success. There are eds for different situations, but they all balance some key
learning.
not having learners sit side-by-side at the same table to talk with each other as they do
where one student does all the work and the others put their names on the product as well.
Cooperation involves much more than being physically near other learners, discussing
material, helping, or sharing material with other learners. There is a crucial difference
between simply putting learners into groups to learn and in structuring Collaborative
The box on the left signifies the input of this action research which will be the test
scores before and after the implementation of Collaborative Learning in Grade 8 Science.
17
Lastly, the box on the right will be the output which depicts on improving the
Test Scores
before the use Administer pre-
Difference
of test examination
between the
Collaborative Use of
scores of Grade
Learning Collaborative
8 slow learners
Test Scores learning
in Science
after the use of Administer post-
before and after
Collaborative test examination
the use of
Learning Test for the
Collaborative
difference
Learning
between the
Effectiveness
pretest and post-
of
test scores
Collaborative
Learning.
Feedback
18
Figure 1. Paradigm of the Study
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Statement of the Problem
1. What is the level of Science of Grade 8 slow learners before the conduct of
Collaborative Learning?
2. What is the level of Science of Grade 8 slow learners after the conduct of
Collaborative Learning?
Hypotheses
The researcher believes that the findings of the study will benefit the following:
making some revisions in the curriculum and the implementation of assisted learning, so
that there will be more effective strategies that will be used in the teaching-learning
process in Science.
20
School Heads and Administrators. This study will serve as a baseline data in
planning better strategies that will help in enhancing Science instruction, giving more
Teachers. This study will provide teachers more time for efficient instruction to
the learners, create and adopt varied techniques in teaching in Science which can be made
available through collaborative learning. Further, this will give them better insights for
Learners. This will provide them opportunities in experiencing varied learning strategies
to develop their full potentials as learners. Learners will hopefully be able to master the
Researchers. This study will augment whatever existing literature on the effect of
21
Chapter 2
METHODOLOGY
Research Design
intervention studies. These designs are frequently used when it is not logistically feasible
new order-entry system and wishes to study the impact of this intervention on the number
costs before and after the intervention are measured (Harris et.al., 2019).
Sources of Data
Data were gathered among ten (10) selected Grade 8 slow learners enrolled in
Purposive sampling was used to determine the participants of the study. Purposive
discretion to choose variables for the sample population. Here, the entire sampling
22
Instrumentation and Data Collection
The Researcher used a 30-item multiple choice questionnaire in the pretest and
post-test. The test material constructed based on the K to 12 Science Curriculum Guide
prescribed by the Department of Education. It is a 40-item Science test. The test was
administered by the researcher in April 2024 for the pre-test and May, 2024 for the
posttest as scheduled. The result of the pretest and posttest were tabulated and interpreted
using the scales and norms prescribed by the Department of National Education Testing
Research Center.
The researcher asked permission to the School Head for the administration of
pretest to obtain the baseline data. Before conducting the said intervention and study, the
test material and the material for intervention were validated by three (3) persons
considered experts in the field which was composed of two master teachers and the
school head.
The researcher conducted the pre-test and got the scores of the respondents to see
if they do well in the subject area and to have an immediate knowledge without applying
the intervention from the study. After this, the researcher applied the intervention to the
Modules. Post-test material was made after the intervention of the teaching technique.
Data collected were organized in a spreadsheet for analysis and were subject to
23
Tools for Data Analysis
To obtain valid and accurate results from the data that were gathered, appropriate
For problems number 1 and 2, frequency, percentage, and mean were used as
tools for data analysis. Further, frequency means a representation, either in a graphical or
tabular format that displays the number of observations within a given interval (Young,
2020). Percentage means a relative value indicating hundredth parts of any quantity. One
percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and
For mean computation mean: It is used to represent the level of performance of the
respondents in Grade 8Science before and after the learning investigation which was the
Formula:
X= ∑x
N
Whereas x= mean score
N= no of learners
24
Table 1. Norms in Analyzing the Obtained Data
For problem number 3, T-test method was utilized to discover the improvement in
assembled were arranged, assessed and broken-down utilizing rates to distinguish the
learning academic performances of the understudies and decided the critical improvement
between the pre-test and the post-test results in Computer System Servicing. Meanwhile,
between the means of two groups, which may be related in certain features. It is mostly
used when the data sets, like the data set recorded as the outcome from flipping a coin
100 times, would follow a normal distribution and may have unknown variances. A t-test
Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution
values, and the degrees of freedom to determine the statistical significance. To conduct a
test with three or more means, one must use an analysis of variance.
This was used to find if there is significant difference between the pretest and
25
T-TEST
COMPUTATION
26
Chapter 3
Level of Academic Performance of the Grade 8 slow Learners in Science before the
Frequency Percentage
Mean 3.63
learners before the implementation of Collaborative Learning for the school year 2024-
2025. The result expresses that 10 or 1000.00 percent of the learners have low level
academic performance, the average level academic performance with an overall average
of 3.63.
The table shows that the Grade 8 learners have poor to average level of academic
performance, denoting that they do not completely comprehend the subject matter
learning competencies prior to the introduction of the Collaborative Learning. This result
was expected as the participants were the selected slow learners in the subject Science.
27
The learners’ low level of academic performance may be attributed to the lack of
Thus, Science is a crucial subject that serves as a foundation for many concepts,
processes and skills that all students will need in their lives. The challenges faced by
today’s educators when teaching elementary Science can have a profound impact on
concepts, processes and skills that all students will need in their lives. The challenges
faced by today’s educators when teaching elementary Science can have a profound
after the implementation of Collaborative Learning for the school year 2024-2025.
28
Table 3. Level of academic performance in Science of Grade 8learners after the
implementation of Collaborative Learning
Frequency Percentage
High Level Academic
8 80.00
Performance
Moderate Level
2 20.00
Academic Performance
Average Level Academic
0 0.00
Performance
Low Level Academic
0 0.00
Performance
Total 10 100.00
Mean 22.27
Table 3 shows the level of performance in Science of the Grade 8 slow learners
after the use of Collaborative Learning. It shows that 8 out of the 10 learners or 80.00%
average level, with an average of 22.27. This demonstrates the efficacy of the use of
learners.
utilization of Collaborative Learning has been studied by several researchers who have
directly indicated that Collaborative Learning improves classroom performance and can
29
The results further convey that Collaborative learning is considered highly
complex concepts through peer discussion and explanation, leading to better retention of
positive outcomes when implemented well, particularly in small groups with structured
activities.
school students:” by Hindun et.al. (2024). This research aims to analyze the effectiveness
of the PjBL learning model in improving the Science literacy and collaborative skills of
School, Batu City. The research design uses Pretest-Posttest Control Group Design. The
research sample consisted of 60 class VIII students taken by total sampling. Data was
obtained through observation, questionnaires and tests. Data analysis uses covariance
analysis (ANCOVA) to verify the data against the proposed hypothesis. The research
results show that the average Science literacy and collaboration in PjBL learning is
higher than conventional learning. The results of the analysis can be concluded that the
the implementation of the Independent Curriculum at the junior high school level as an
30
Significant Differences in the level of Academic Performance of Grade 8 slow
Learners in Science after the Implementation of Collaborative Learning
Table 4
t-Test: Two-Sample Assuming Unequal Variances
PRETEST POSTEST
Mean 3.64 22.27
Observations 11 11
Hypothesized Mean 0
Difference
Df 12
t Stat -12.6505
A t-test was used to determine the difference between the pretest and post-test
findings, using t-test for two samples with differing variances was used at 0.05 level of
The results of the t-test are shown in Table 4 As a result, P (T<=t) one-tail =
1.34E-08 and P (T<=t) two-tail = 2.68E-08 are both less than alpha (<0.05). The
31
difference between the means is significant when the p values are smaller than the
significance level. Thus, the significant difference depict that using Collaborative
The resulrs were in parallel with the study” Effectiveness of Collaborative and
Almonia (2024), emphasizing that as the Philippine educational system transitions back
(50) grade 5 pupils from a public elementary school in Gingoog City during the SY 2022-
2023. Methodology: The study utilized an experimental research design. Two groups of
students were given both pretests and posttests. Data analysis was performed using
percentages and t-tests to determine the effectiveness of each learning approach. Main
Findings: The results revealed a notable difference in pretest scores between pupils
in both pretest and post-test scores within each group, emphasizing the superior impact of
solving. The research suggests that the daily implementation of Collaborative Learning
32
can be a powerful tool for improving educational outcomes. Furthermore, the study opens
avenues for applying Collaborative Learning strategies across other subjects such as
Likewise, the results were also consistent with the study of Yasar et.al. (2024),
academic achievement with mixed-meta method. For this purpose, various national and
international databases were searched, and among 81 articles and 37 theses covering the
period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test
data and included the statistical information required for experimental or quasi-
experimental analysis were preferred for meta-analysis. The effect size of 77 studies
included in the analysis was found to be g = 1.070 and it was seen that the cooperative
learning method in science education had a positive and large effect on academic
determined that the cooperative learning method increased academic achievement due to
the meaningful and permanent realization of learning. In addition, thanks to the activities
in which the student plays a central role, it is understood that it develops positive attitudes
towards the science course depending on the results such as making the course enjoyable
and fun, making it popular and interesting; it is effective in gaining 21st century skills
33
Chapter 4
Summary
improving Science of Grade 8 slow learners. The level of the academic performance of
the Grade 8 slow learners before and after the conduct of Collaborative Learning was
measured through pretest and posttest. Moreover, the significant difference in the level of
Science of the Grade 8 slow learners after the conduct of Collaborative Learning was also
determined.
control group design. Data were gathered from ten selected Grade 8 slow learners of
_________________ School.
The results of the study showed that before the implementation of the
Collaborative Learning, 100.00 percent of the learners performed low. After the conduct
level. It was also found out that there is a significant difference in the level of Science of
Conclusions
1. For the level of the academic performance of Grade 8 slow learners before the
performance.
34
2. For the level of the academic performance of the Grade 8 learners after the
Recommendations
Based on the findings and conclusions made, the following are recommended:
1. The use of Collaborative Learning can help engage learners in improving their
Science skills, such as using web applications that instigate mathematical problem
solving and simulation, will make learners even more occupied in internalizing
giving solutions in their minds and be able to apply it in real practical problems.
4. Since the use of Collaborative Learning was found effective in teaching the
35
6. That further studies on both the advantages and disadvantage of Collaborative
36
BIBLIOGRAPHY
a. Books
Basco, R. (2020). Effectiveness of Science Infographics in Improving Academic
Performance among Sixth Grade Pupils of One Laboratory School in the
Philippines. Research in Pedagogy.
Brawner. F. (2018). Framework for Philippine Science Teacher Education, Manila.
Philippines.
Batomalaque, A. (2021). Operations handbook in Science. Sybex. Manila.
Castonovo, F., Nikolic D., Zappe S., and Leicht, R. (2022). Enhancement of
Learning Objectives in Construction Engineering Education: A Step
toward Simulation Assessment. Construction Research Congress
b. Journals
Almonia, A. (2024). Effectiveness of Collaborative and Individualized Learning on the
Learners’ Achievement in Science among Pupils. Integrated Science Education
Journal 5(2):115-124
Baker, B. D., Lang, R. & O’Reilly, M. (2019). Review of Video Modeling with Learners
with Emotional and Behavioral Disorders. Education and Treatment of Children,
32 (3), 403–420.
Hindun, L., Nurwidodo, N, Wahyuni, S., Dauziah, N. (2024). Effectiveness of project-
based learning in improving science literacy and collaborative skills of
Muhammadiyah middle school students. Hindun et al. | JPBI (Jurnal Pendidikan
Biologi Indonesia), Vol 10 Issue 1, 2024, 58-69
Yaşar, M. D., Erdoğan, M., Batdı, V., & Cinkara, Ü. (2024). Evaluation of cooperative
learning in science education: A mixed-meta method study. European Journal of
Science and Mathematics Education, 12(3), 411-427.
c. Online Resources
Gabbatiss, J. (2019). COP25: Key outcomes agreed at the UN climate talks in
Madrid. Carbon Brief. Retrieved from https://www.carbonbrief.org/
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E.,
& Finkelstein, J. (2006). The Use and Interpretation of Quasi-Experimental
Studies in Medical Informatics. Journal of the American Medical Informatics
Association : JAMIA, 13(1), 16-23. https://doi.org/10.1197/jamia.M1749
37
Appendix A
____________
MRS. _
__________ School
_________District I
Madam:
Greetings!
The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.
In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ pupils in connection to her Action Research.
Respectfully yours,
_
Teacher-Researcher
Approved:
_
Principal III
38
Appendix B
Schedule in Conducting the Action Research
Work Plan
The study was conducted during the second quarter of SY 2020-2021 (January 2021 to
March 2021).
Data analysis
39
Appendix C
RAW SCORES
40
Appendix D
WITH PREPARED BY
AND VALIDATED BY
41
Appendix E
42
Appendix F
43
Appendix G
44
Appendix H
CURRICULUM VITAE
45