0% found this document useful (0 votes)
41 views46 pages

LAIRD

This document discusses a research study on the effectiveness of collaborative learning in enhancing the academic performance of Grade 8 slow learners in Science. It highlights the challenges faced by these learners and the potential benefits of using collaborative learning strategies to improve their understanding and retention of scientific concepts. The study aims to provide insights into innovative teaching methodologies that can be implemented to boost student performance in Science education.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
41 views46 pages

LAIRD

This document discusses a research study on the effectiveness of collaborative learning in enhancing the academic performance of Grade 8 slow learners in Science. It highlights the challenges faced by these learners and the potential benefits of using collaborative learning strategies to improve their understanding and retention of scientific concepts. The study aims to provide insights into innovative teaching methodologies that can be implemented to boost student performance in Science education.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 46

EFFECTIVENESS OF COLLABORATIVE LEARNING IN

ENHANCING THE ACADEMIC PERFORMANCE OF GRADE 8


SLOW LEARNERS SCIENCE

LAIRD

Master in Education

2024

i
EFFECTIVENESS OF COLLABORATIVE LEARNING IN
ENHANCING THE ACADEMIC PERFORMANCE OF GRADE 8
SLOW LEARNERS SCIENCE

School of Professional Studies


Universidad de Dagupan
Arellano Street, Dagupan City

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.

BARTOLOME A. CARRERA, Ed.D.


Adviser

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.

FELIZA ARZADON-SUA, Ed.D.


Chairman

JANN ALFRED A. QUINTO, MSIB FLORIBETH P. CUISON, DIT


Member Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2024 with a grade of _____________________.

CARIDAD OLI ABUAN, Ed.D.


Dean

2
ABSTRACT

_______name, “____________________”, Master of Education, Major in Educational


Leadership , School Of Professional Studies Studies, Universdad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine


the effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the students in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the Science subjects and also their
numeracy skills in other subjects. Hence, the proposed intervention was proven effective.

Keywords: Numeracy Skills, Science, Modular Learning Modality,


SPED learners

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.

The Panel of Evaluators, for providing me the foundational knowledge in action


research and for their special concerned, insightful comments, valuable and constructive
suggestions;

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 beloved Principal of ___ School, for allowing me to conduct my investigation


and for providing logistical and moral support throughout the duration of my project;

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

I dedicate my research work to my family and many friends


A special feeling of gratitude to my wonderful daughter _____ and to my
Loving wife and my dearest mother, who have never left my side throughout my masteral
studies.
My siblings.
Nephews,
Nieces,
Friends,
My School head,
My Learners,
Above all, to Almighty GOD,
The source of LIFE and BLESSINGS!

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 …………………………………………

3 RESULTS AND DISCUSSION …………………………………

4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS

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

Table Title Page

1 Analyzing Norms……………………………………………………

2 Level of Learners’ Academic Performance in ___ before the


Implementation of Modules
3 Level of Learners’ Academic Performance in English after the
Implementation of Modules
4 SignificantDifference in The Learners’ Level of
Academic Performance in ______

7
LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study

8
9
Chapter I

INTRODUCTION

Background of the Study

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

them understand the relationships and differences among concepts of Science

phenomena.

Likewise, the Department of Education (DepEd) Guidelines under the K to 12

programs on strengthening Science Education, DepEd Order 51, s2010, shared its

advocacy in strengthening science literacy among learners on the implementation of

Special Science Elementary Schools (SSES) Project. This project enhances teachers and

school heads capability and participation to conferences, trainings, seminars and

immersion training in science oriented school; development learners’ activities such as

investigatory projects, leadership training, workshops and .or educational visits and

participation in Science related activities; procurement of instructional devices, Science

Models, apparatus and organization.

In addition, the Department of Education launched its program on “Framework

for Philippine Science Education” which contains resources that will help teacher

education institutions, science teachers and school administrators to improve teaching -

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

with the theme “Agham, Pananaliksik at Teknolohiya, Kabalikat at Matatag at Maunlad

na Pamayanan”. The activity highlights the role of science and research in addressing the

Elementary Curriculum Framework which draws from the goals of K to 12 Philippines

Basic Education Curriculum Framework and adopts the general principles of the National

Early Learning Framework (NELF). The theoretical bases for teacher-learning in the

early years which are founded on constructive, interactive, thematic, collaborative,

inquiry-based and reflective teaching in play-based approaches of the Developmentally

Appropriate practices (DAP). These support the principles of learners’ growth and

development, and the learning program development and Assessment

Furthermore, to strengthen the Science Education, the Department of Education

(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

appreciation of basic Science concepts (Basco, 2020).

Moreover, the system of science curriculum specifies that learning domains need

to be nurtured and equally imparted to holistically develop learners. Like a flower, it

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

which they are being prepared.

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

assessment an additional tool to measure the effectiveness of the basic education

curriculum. The dismal result for the third time is so depressing and should serve as a

wake-up call.

Paramount to this, the need to integrate innovative instructional methodologies,

assessment tools and teaching-learning approaches are significant considerations to

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

integrate game-based learning in improving the performance level of young learners.

Conversely, in the school context particularly ___________________ School,

there were identified slow learners whose learning needs should be addressed to

enhance their academic performance The researcher encountered difficulties in teaching

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

addition, the learners struggle to retain information. They understand he lesson as it is

being discussed but they quickly forget it the next day, and poor understanding of the

basic scientific terms leads to difficulties of learners in solving science problems.

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

embracing the new setting from distance to onsite learning.

Thus to address this learning gap on Science among these learners, an

intervention utilizing Collaborative Learning was seen to have a promising effectiveness.

Slavin (2019) defines collaborative learning, or CL, as a set of instructional

techniques that motivate students to work together on assignments. It also refers to a

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.

Furthermore, collaborative learning is group learning activity organized so that

learning is dependent on the socially structured exchange of information between learners

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).

The use of CL methods is a learner-centered paradigm that is becoming more and

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

CL has positive effects on numerous outcomes. According to Pattanpichet (2021), the

13
majority of research on the effects of CL has consistently demonstrated that this method

improves students' reading comprehension and conversational Science abilities.

Collaborative learning is considered highly effective in science education, as it

significantly improves student academic achievement by fostering interaction,

cooperative problem-solving, and deeper understanding of complex concepts through

peer discussion and explanation, leading to better retention of information and

development of critical thinking skills; research consistently shows positive outcomes

when implemented well, particularly in small groups with structured activities.

Thus, its effectiveness was noted in the study” Effectiveness of Collaborative and

Individualized Learning on the Learners’ Achievement in Science among Pupils” by

Almonia (2024), emphasizing that as the Philippine educational system transitions back

to face-to-face classes post-pandemic, there are significant challenges, particularly in

primary education. This study examines the effectiveness of collaborative versus

individualized learning in students' achievement in science. The research focuses on fifty

(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

engaged in Collaborative Learning and those in Individualized Learning. Posttest scores

also showed a significant improvement in pupils exposed to Collaborative Learning

compared to Individualized Learning. The t-test results confirmed significant differences

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

study highlights the transformative potential of Collaborative Learning in the context of

post-pandemic education. Collaborative Learning significantly enhances students'

academic performance in Science by fostering interaction and cooperative problem-

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

Filipino, English, Araling Panlipunan, and Science, potentially revolutionizing

pedagogical approaches in primary education in the Philippines.

Likewise the study of Yasar et.al. (2024), entitled “Evaluation of cooperative

learning in science education: A mixed-meta method study”, revealed the effect of

cooperative learning method in science education on 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 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

interesting; it is effective in gaining 21st century skills such as creativity, communication

and cooperation, productivity and entrepreneurship. It is thought that examining the

effects of cooperative learning method in science education with mixed-meta method will

contribute to the literature by providing comprehensive results on the subject.

Furthermore, the study “Effectiveness of project-based learning in improving

science literacy and collaborative skills of Muhammadiyah middle school students:” by

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

collaborative skills of students at Muhammadiyah 2 Middle School, Batu City 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

concluded that the implementation of PjBL effectively influences students' Science

literacy and students' collaboration skills. Thus, the PjBL model is recommended to be

implemented to support the implementation of the Independent Curriculum at the junior

high school level as an effort to develop students' 21st century life skills.

16
Conceptual Framework

Collaborative Learning involves structuring classes around small groups that

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

elements that distinguish Collaborative learning from competitive or individualistic

learning.

Collaborative Learning can also be contrasted with what it is not. Cooperation is

not having learners sit side-by-side at the same table to talk with each other as they do

their individual assignments. Cooperation is not assigning a report to a group of learners

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

interdependence among learners.

Thus the use of Collaborative Learning as an intervention is presented in Input-

Process-Output (IPO) Model on Figure 1 as follows.

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.

Meanwhile, the process will be the conduct of pre-test, use of Collaborative

Learning as a learning tool and the conduct of Post-Test.

17
Lastly, the box on the right will be the output which depicts on improving the

performance in Science of Grade 8 slow learners through Collaborative Learning.

INPUT PROCESS OUTPUT

 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

19
Statement of the Problem

This study aimed to determine the efficacy of Collaborative Learning in

improving the performance in Science of Grade 8 slow learners.

Specifically, this study answered the following questions:

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?

3. Is there a significant difference in the level of academic performance in Science

of Grade 8 slow learners after the conduct of Collaborative Learning?

Hypotheses

The following hypothesis was tested At 0.05 Level of significance.

There is no significant difference in the level Science of Grade 8 slow learners

after the conduct of Collaborative Learning.

Significance of the Study

The researcher believes that the findings of the study will benefit the following:

Department of Education. This study will provide the needed information in

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

material support to make sure innovations/programs effective in helping learners improve

their academic pperformance.

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

enhancing the teaching-learning process.

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

needed skills and competencies in Science.

Researchers. This study will augment whatever existing literature on the effect of

assisted learning in education, specifically in Grade 8 Science. Further, the research

design and output may be useful to other educational researchers.

21
Chapter 2

METHODOLOGY

Research Design

This study utilized the quasi-experimental design with a non-equivalent control

group pretest-posttest design to determine the efficacy of Collaborative Learning in

improving the Science of Grade 8 slow learners.

Quasi-experimental studies encompass a broad range of nonrandomized

intervention studies. These designs are frequently used when it is not logistically feasible

or ethical to conduct a randomized controlled trial. Examples of quasi-experimental

studies follow. As one example of a quasi-experimental study, a hospital introduces a

new order-entry system and wishes to study the impact of this intervention on the number

of medication-related adverse events before and after the intervention. As another

example, an informatics technology group is introducing a pharmacy order-entry system

aimed at decreasing pharmacy costs. The intervention is implemented and pharmacy

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

_____________________ Elementary School during the School Year 2024-2025.

Purposive sampling was used to determine the participants of the study. Purposive

sampling is a non-probability sampling technique where the researcher relies on their

discretion to choose variables for the sample population. Here, the entire sampling

process depends on the researcher's judgment and knowledge of the context.

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

dyscalculia learners in which, learners were taught using Gamer-based Learning

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

appropriate statistical treatment.

23
Tools for Data Analysis

To obtain valid and accurate results from the data that were gathered, appropriate

statistical tools were employed by the researcher.

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

200 percent specifies twice the given quantity (Britannica, 2021).

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

use of Nursery Rhymes.

Formula:

X= ∑x
N
Whereas x= mean score

N= no of learners

∑x= sum of all scores

The following norms were used in analyzing the obtained data; .

24
Table 1. Norms in Analyzing the Obtained Data

Descriptive Equivalent Score


High Level Academic
21-30
Performance
Average Level Academic 11-20
Performance
Low Level Academic 1-10
Performance

For problem number 3, T-test method was utilized to discover the improvement in

the Academic Performance in Basic Operations of the learners. The information

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,

a t-test is a type of inferential statistic used to determine if there is a significant difference

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

is used as a hypothesis testing tool, which allows testing of an assumption applicable to a

population (Hayes, 2020).

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

posttest scores of the respondents.

25
T-TEST
COMPUTATION

26
Chapter 3

RESULTS AND DISCUSSIONS

Level of Academic Performance of the Grade 8 slow Learners in Science before the

Implementation of Collaborative Learning

Table 2. Level of academic performance in Science of Grade 8 slow learners before


the implementation of Collaborative Learning

Frequency Percentage

High Level Academic 0 0.00


Performance
Moderate Level 0 0.00
Academic Performance
Average Level Academic 0 0.00
Performance
Low Level Academic 10 80.00
Performance
Total 10 100.00

Mean 3.63

Table 2 presents the level of academic performance in Science of Grade 8 slow

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

interest of the learners on the traditional means of teaching Science.

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

student learning and future success. (Vmillerbennett,2023).

Furthermore, 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 student learning and future success

Table 2 presents the level of academic performance in Science of Grade 8 learners

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%

are identified to be of high level in their performance in Science, and 2 or 20.00 % at

average level, with an average of 22.27. This demonstrates the efficacy of the use of

Collaborative Learning in improving the performance in Science of the Grade 8 slow

learners.

Empirically, the linkage between improvement of student performance and

utilization of Collaborative Learning has been studied by several researchers who have

directly indicated that Collaborative Learning improves classroom performance and can

be demonstrated to be an effective method when it comes to accelerating educational

progress (Baker, Lang, & O’Reilly, 2019).

29
The results further convey that Collaborative learning is considered highly

effective in science education, as it significantly improves student academic achievement

by fostering interaction, cooperative problem-solving, and deeper understanding of

complex concepts through peer discussion and explanation, leading to better retention of

information and development of critical thinking skills; research consistently shows

positive outcomes when implemented well, particularly in small groups with structured

activities.

Furthermore, it also collaborates with the study “Effectiveness of project-based

learning in improving science literacy and collaborative skills of Muhammadiyah middle

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

students at Muhammadiyah 2 Middle School, Batu City 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 concluded that the

implementation of PjBL effectively influences students' Science literacy and students'

collaboration skills. Thus, the PjBL model is recommended to be implemented to support

the implementation of the Independent Curriculum at the junior high school level as an

effort to develop students' 21st century life skills.

30
Significant Differences in the level of Academic Performance of Grade 8 slow
Learners in Science after the Implementation of Collaborative Learning

Table 4 presents the significant difference in the level of Academic Performance

of Grade 8 slow learners in Science after using Collaborative Learning.

Table 4. Significant Difference in the Grade 8Learners’ Science after using


Collaborative Learning

Table 4
t-Test: Two-Sample Assuming Unequal Variances

PRETEST POSTEST
Mean 3.64 22.27

Variance 2.454545 21.41818

Observations 11 11

Hypothesized Mean 0
Difference
Df 12

t Stat -12.6505

P(T<=t) one-tail 1.34E-08

t Critical one-tail 1.782288

P(T<=t) two-tail 2.68E-08

t Critical two-tail 2.178813

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

alpha. The following are the outcomes

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

Learning was effective in improving the Science of Grade 8 slow learners.

The resulrs were in parallel with the study” Effectiveness of Collaborative and

Individualized Learning on the Learners’ Achievement in Science among Pupils” by

Almonia (2024), emphasizing that as the Philippine educational system transitions back

to face-to-face classes post-pandemic, there are significant challenges, particularly in

primary education. This study examines the effectiveness of collaborative versus

individualized learning in students' achievement in science. The research focuses on fifty

(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

engaged in Collaborative Learning and those in Individualized Learning. Posttest scores

also showed a significant improvement in pupils exposed to Collaborative Learning

compared to Individualized Learning. The t-test results confirmed significant differences

in both pretest and post-test scores within each group, emphasizing the superior impact of

Collaborative Learning on student performance. Novelty/Originality of this study: This

study highlights the transformative potential of Collaborative Learning in the context of

post-pandemic education. Collaborative Learning significantly enhances students'

academic performance in Science by fostering interaction and cooperative problem-

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

Filipino, English, Araling Panlipunan, and Science, potentially revolutionizing

pedagogical approaches in primary education in the Philippines.

Likewise, the results were also consistent with the study of Yasar et.al. (2024),

entitled “Evaluation of cooperative learning in science education: A mixed-meta method

study”, revealed the effect of cooperative learning method in science education on

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

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 the results such as making the course enjoyable

and fun, making it popular and interesting; it is effective in gaining 21st century skills

such as creativity, communication and cooperation, productivity and entrepreneurship.

33
Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study aimed to determine the efficacy of Collaborative Learning in

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.

The researcher used the quasi-experimental design particularly the pretest-posttest

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

of Collaborative Learning, the learners were identified to be either of average or high

level. It was also found out that there is a significant difference in the level of Science of

the Grade 8 slow learners after the conduct of Collaborative Learning.

Conclusions

The following are the conclusions of the study:

1. For the level of the academic performance of Grade 8 slow learners before the

conduct of Collaborative Learning, the learners exhibited low academic

performance.

34
2. For the level of the academic performance of the Grade 8 learners after the

conduct of Collaborative Learning, the learners have improved academic

performance as they exhibited either average to high level academic performance.

3. Collaborative Learning are effective interventions in improving the academic

performance in Science of Grade 8 learners.

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.

2. Collaborative Learning be strengthened in order to further build the performance

of learners in Science, most specifically slow learners.

3. That School administrators strengthen the use of Collaborative Learning by

including this modality in the school programs of development.

4. Since the use of Collaborative Learning was found effective in teaching the

different competencies in Science, it should be used in teaching other grade levels

of Science and in other subjects as well.

5. Seminars and workshops should be conducted to teachers teaching Science and

teachers of other area on the implementation of Collaborative Learning to

enhance their strategies in teaching their respective subjects.

35
6. That further studies on both the advantages and disadvantage of Collaborative

Learning in various grade levels be conducted in order to help improve the

features of the intervention.

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

PERMIT TO CONDUCT A STUDY

____________

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.

Your kind favorable consideration of this request will be highly appreciated.

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).

Time Frame Persons Involved Activities/Strategies Expected Outputs


Identify the reading skill Identified
level of the learners worksheets to be
used
(Subject Teacher) Asked permission from
the school head Prepared Nursery
January 2021 Rhymes
Asked parental consent Recorded the pre-
test
Conducted the Data analysis
(Subject Teacher)
experiment

Data analysis

February 2021 Continuation of the Recorded the daily


experiment activities
(Subject Teacher)
Use of Modular
Learning Modality

Administer the post-test


(Subject Teacher)

March 2021 Data Analysis Final paper


Completed out put
(Subject Teacher)

39
Appendix C

RAW SCORES

LEARNE PRETE POSTTE


RS ST ST
1 5 21
2 6 25
3 1 15
4 2 28
5 3 29
5 4 22
6 5 26
7 5 21
8 2 15
9 3 20
10 4 23

40
Appendix D

PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS

WITH PREPARED BY

AND VALIDATED BY

41
Appendix E

LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION

42
Appendix F

PICTURES OF INSTRUCTIONAL MATERIALS USED

43
Appendix G

PICTURES WHILE CONDUCTING THE STUDY

44
Appendix H

CURRICULUM VITAE

45

You might also like