Conceptual Framework

School Performance
Accountability School
Leadership

ADVOCAY PROGRAM TO
ENHANCE STAKEHOLDERS’
PARTICIPATION IN SCHOOL
ACTIVITIES

School
Improvement
School-Based Process
Resources

Figure 2

Stakeholders’ Involvement in School-Based Management

 This figure explained the extent of involvement of stakeholders in the

School-Based Management particularly in school activities in terms of: school

leadership, school improvement process; school-based resources; and school

performance accountability. These activities are in continuous cycle because

these are done yearly by the school. They just improve the different activities and

areas of concern that needs solutions. Participation of stakeholders in school

keeps them informed of the upcoming events so they will be aware of the

different changes that may arise in the school. It also increases their commitment

accountability to the school and the decisions they make. They are also invited to

share some ideas during planning and in decision-making process like setting

objectives, formulating schedule of activities, and giving comments and

suggestions regarding the school’s performance.

During their involvement, they encountered some problems on different

aspects of school activities. In group-decision making that involves a huge

population of stakeholders especially in big schools. They may face some

problems like considering the unavailability of time, coordination, communication

process and lacking of some facilities inside the school. Because of these

problems, there are proposed advocacy program to enhance the stakeholders’

participation in the school activities.

 TABLE OF CONTENTS

TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
APPROVAL SHEET iii
CERTIFICATE OF ORIGINALITY iv
ACKNOWLEDGMENTS v
DEDICATION vi
ABSTRACT vii
TABLE OF CONTENTS viii
LIST OF TABLES ix
LIST OF FIGURES x

Chapter Page
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 3
Statement of the Problem 4
Hypothesis (if any, if none do not include anymore) 5
Scope and Delimitation of the Study 6
Significance of the Study 7

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 9
Related Studies 20
Synthesis of the Reviewed Studies 31
Theoretical Framework 32
Conceptual Framework 34
Definition of Terms 36

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 40
Population and Sample of the Study
Research Instrument
Validation of the Research Instrument
Data Gathering Procedure
Statistical Treatment

4 LEADERSHIP EFFECTIVENESS AND MARKETING

STRATEGIES AS CORRELATES TO STUDENT
SATISFACTION AND LOYALTY IN SELECTED HIGHER
EDUCATIONINSTITUTIONS IN METRO MANILA
Profile of the Local Disaster Risk Reduction
 Management Office
Assessment on the Hazard Mitigation
Problems Encountered by the Respondents
Measures to Address the Problems Encountered
Proposed Action Plan

5 SUMMARY OF THE FINDINGS, CONCLUSION, AND

RECOMMENDATIONS
Summary of the Findings
Conclusions
Recommendations

BIBLIOGRAPHY
APPENDICES
Appendix A
Appendix B
Appendix C
Appendix D
CURRICULUM VITAE
TITLE: THE EFFECT OF COOPERATIVE LEARNING IN ENHANCING
PROBLEM SOLVING SKILLS IN MATHEMATICS OF

SELECTED GRADE 10 CLASSES

RESEARCHER: Rochelle Catherine S. Cipriano

SCHOOL: Benigno Aquino Jr. High School

RATIONALE

The main objective of this research is to investigate whether grade ten

students who will receive cooperative learning method in teaching will achieve
higher academic performance than students who will be receiving a traditional
instruction that focuses on individual activity. This research was conducted in
Benigno Aquino Jr. High School during first two weeks of third grading period
school year 2015-2016.

The respondents of the research involved four classes of Grade 10

students. Cooperative learning during problem solving was employed in two
classes while other two classes were guided to solve problems independently.
The research was conducted during the first two weeks of third grading period.
The researcher recorded the result of the activity after the lesson and
summarized to get the mean of the classes that belongs to cooperative learning,
the experimental group and students who will receive traditional method of
teaching, the control group.

The research is expected to improve the academic performance of Grade

10 students in Mathematics particularly in problem solving skills through
cooperative learning. As it enhances the level of interaction and brainstorming
among learners, they develop their shared ideas into a more productive outcome
and work at a task with greater intensity. In addition, this approach is a student-
centered type where the learners do the activity together with their group while
the teacher serves as the facilitator in the classroom.

Keyword: problem solving, cooperative learning, student-centered, traditional

method, academic performance

INTRODUCTION

The study of Mathematics is looked upon as a necessity of our lives.

Number is the language of Science. Mathematics is a tool of man which allows
him to develop himself in daily living. It is a tool subject in any school. It is
characterized by drills and performance of computation and problem solving.

In the secondary school it is of great value. Even the students fail to go to

college; they will still need Mathematics in their daily lives and in the performance
of their duties as worthy citizens of their respective communities. Mathematics is
a subject recognized as the major of all learning with other subjects deriving their
concepts from it, in both the arts and sciences.

In Mathematics, problem solving is one of the topics that students find

difficult to answer. Aside from the fact that it is time-consuming, some students
literally cannot understand the idea of the problem due to the medium of
instruction. This is one of the reasons why they cannot comprehend and analyze
the situation given. But, if the learners will be exposed in different problem
solving situation taught in different subject areas, then they will improve a higher
order thinking skills. When they are equipped with this kind of skills, they tend
also to apply it in solving real problems in their lives.

As explained in Quality Teacher Journal, problem solving questions

expose the students to computational examination that develop their
mathematical solving and computational skills. It is also considered a higher
order thinking process, a complex learning activity that requires higher order
thinking skills called problem-solving skills. Problem solving skills and strategy is
indeed a basic element for an individual to adapt and continuously survive in
everyday living.

BACKGROUND OF THE STUDY

One of the schools which experiences poor rating of its students in

Mathematics is Benigno Aquino Jr. High School in the Division of Caloocan City.
Most of the learners experiences difficulty in answering problem solving
especially in Mathematics. There are times during the classes, some student wait
their classmates solved the problems and tempted to copy their work while other
are not motivated to try solving it at all. This poor status of the academic
performance of students has prompted to adopt teaching strategies and methods
to improve Mathematics instructions.

In the implementation of K to 12 curriculum there are topics in

Mathematics that involved problem solving and some of its suggested strategy is
by doing it through group activity. There are different strategies and methods that
teachers use to motivate students to learn. One of these is cooperative learning
approach where students work in group or team to help each other learn in order
for them to solve a problem, complete a task, and achieve a common goal.

STATEMENT OF THE PROBLEM

Does cooperative learning style means more effective than traditional method of
teaching?
HYPOTHESIS

There is no significant difference between cooperative learning and traditional

method of teaching.

SCOPE AND LIMITATION

This research was conducted in Benigno Aquino Jr. High School located
in Bagong Silang, Caloocan City during first two weeks of third grading period
school year 2015-2016. Cooperative learning during problem solving was
employed in two classes while other two classes were guided to solve problems
independently. The research was conducted during the first two weeks of third
grading period. The researcher recorded the result of the activity after the lesson
and summarized to get the mean of the classes that belongs to cooperative
learning, the experimental group and students who will receive traditional method
of teaching, the control group.

SIGNIFICANCE OF THE STUDY

The findings of this research will be useful to the following groups

hereunder.

Students. This will further enhance students’ knowledge of the importance of

mastering the problem solving skills in Mathematics with the help of other
members that easily learned the proper way of solving. The instruction
will also help them to become more participative and confident through
social interaction among their classmates.

Teachers. This research will become motivated to integrate more problem

solving skills in every lesson in Mathematics. This may further be a
motivating factor to adapt measures and new strategies for the
improvement of instructions in improving the problem-solving skills of the
 students.

Parents. The result of this research will awaken the parents on the status of
academic performance of their child so they can help the latter to improve
their study habits in Mathematics.

School Administrators. They will encourage and help their teachers in

upgrading teacher’s instruction to improve the problem solving
skills of the students.

School. If the students will master the art of problem solving, it will
also increase their performance in different national examinations
like National Achievement Test wherein the student’s achievement is
also the school’s achievement.

Curriculum Planners. They will acquire and explore other methods and
strategies in teaching aside from cooperative learning.

Community. The result of this study may benefit the community in a way
that if the school produce students who are good in Mathematics,
therefore these students may have a higher chance of having a good job
that will decrease the unemployment in the community area.

Researcher . This may serve as motivation in teaching the students in

cooperative learning style and also may apply in other lessons.

Future Researcher. The research will be used as reference for further

researches using the same variables.
RELATED LITERATURE

This part presents the variety of related literature that has significant
relation to the problem under investigation.

Lev Vygotsky (1896-1934), a Russian psychologist, developed a concept

of Zone of Proximal Development which stated "the distance between the actual
development level as determined by independent problem solving and the level
of potential development as determined through problem solving under adult
guidance or in collaboration with more capable peers" The students can acquire
learning with the assistance and interaction coming from members of society.
The idea of Vygotsky’s pertaining to the zone of proximal development provide a
basis for the inclusion of cooperative learning approach in classroom situation.

According to Corpuz and Salandanan (2007), the advantages of

cooperative learning are: (1) Interdependent relationship is strengthened and
reinforced when group cooperation is rewarded. (2) Group work develops
friendliness, willingness to assist and the more worthwhile value of caring and
sharing. (3) Cooperation in groups promotes maximum generation and exchange
of ideas, tolerance and respect for other people’s point of view. (4) Cooperative
learning groups exhibit less competitive behavior compared to whole class
teaching classrooms. (5) The group members gain skills of cooperation and
collaboration through experience.

Moreover, Robbins and Judge (2011), revealed the strengths of group

decision-making. Group generates more complete information and knowledge.
By aggregating the resources of several individuals, groups bring more input as
well as heterogeneity into the decision process. They offer increased diversity of
views. This opens up the opportunity to consider more approaches and
alternatives. Whereas, the weakness of group decision making involved time
consuming because groups typically take more time to reach a solution.

Further, group activity also enhances the social interaction among

students. One type of social interaction is cooperation which refers to
collaborative efforts between people to achieve a common goal. Often it takes
place when two or more individuals produce a desired and more efficiently and
effectively. (Palispis, 2007)

THEORETICAL FRAMEWORK

Cooperative learning has anchored its concept in social learning theory by

Albert Bandura. People learn by observing other behavior and attitude. As an
individual do his tasks together with other individual he may adapt strategies and
attitude in accomplishing the tasks. Social learning theory focuses on how the
environment influences the human behavior in terms of interaction with others.

CONCEPTUAL FRAMEWORK

Figure 1

Cooperative Learning
 In figure 1 it shows collaborative learning, in which there is distribution of

assigned tasks among the leader and other members of the group. The activity

given by the instructor should be finished within the allotted time. Each member

should participate and obliged to help in answering the activity to attain their goal.

Through their involvement, they develop their social aspects as well as they

adapt other’s skills on how to solve the problem solving in Mathematics. Students

who are fast learners may be able to share their techniques to others and help

other members to learn the activity.

Schermerhorn (2010) concluded that participation can increase the

creativity and information available in planning. It can also increase the
understanding and acceptance of plans as well as commitment to their success.

RESEARCH METHODS

During the first two weeks of the third grading period, the two sections of
Grade 10 solved problems through cooperative learning while the other two
sections was guided to solve problems independently. The researcher recorded
the result of the activity after the lesson and summarized to get the mean of the
classes that belongs to cooperative learning, the experimental group and
students who will receive traditional method of teaching, the control group.

During the lesson the teacher integrate some problem solving on the topic.
In the two classes wherein cooperative learning was being employed, the teacher
divided the class into five groups. Each group has a leader and every team
provided some materials like manila paper, cartolina, and other art materials for
them to place their work. The members of the group were properly distributed
based on their second quarter grades. After each lesson, the teacher post the
activity on the board and the students for every group solved and showed the
solution they made. The final solution and answer of the entire group upon their
agreement was written on the material assigned to them and they presented it to
the class during group presentation. The teacher followed the rubric style in
checking activities of the students and set 50 as the highest score for every
activity. The teacher as facilitator strictly monitored the students while doing the
activity to ensure the total participation of each member of the group.

After the collection of data, it was subjected to statistics, analysis, and

interpretation. T-test is the statistical method used in this research. T test is used
to compare two different set of values such as the mean of two samples.

Formula:

Where,
x̄1= Mean of first set of values
x̄2= Mean of second set of values
S1 = Standard deviation of first set of values

S2 = Standard deviation of second set of values

n1 = Total number of values in first set

n2 = Total number of values in second set.
SAMPLING DESIGN

Purposive sampling was employed in selecting students - respondent of

the study. The students who were selected were enrolled in the third grade class
for the school year 2015-2016.

RESULTS AND INTERPRETATION OF DATA

TABLE 1 ASSESSMENT MEAN SCORES

Activity Number Experimental Group Control Group

1 34.78 25.41
2 35.68 28.36
3 33.90 20.28
4 36.98 22.67
5 35.72 29.75
CLASS MEAN 35.41 25.29

The table revealed that all the mean scores of experimental group during
the implementation of five activities were higher compared than the mean scores
of control group. In the first activity, the control group has a mean of 25.41 while
the experimental group has 34.78. For their second activity, control group has
28.36 mean score, while experimental group has 35.68. In terms of the third
activity, it displayed that control group has 20.28 mean score, but the
experimental group has still a higher mean of 33.90. On fourth activity, the
experimental group got a mean of 36.98 compared to the control group which
has only 22.67 as the mean score. Lastly, based on the fifth activity, it showed
that control group has 29.75 mean compared to experimental group that has
35.72 as its mean.
Table 2

EXPERIMENTAL CONTROL GROUP

GROUP
NUMBER OF VALUES 5 5
MEAN 35.41 25.29
STANDARD DEVIATION 1.15 3.91
VARIANCE 1.33 15.29

Table 2 shows the number of values, mean , standard deviation and

variance of control group and experimental group.

Table 3

Mean difference df Critical Value for t

(0.05)
Experimental/ 10.12 8 2.306
Control

Table 3 displays the mean difference, degree of freedom, and critical

value for t of experimental and control group.

Using t-test formula;

35.41−25.29
t= 1.33 15.29
√ +
5 5

10.12
t=
√3.33

t=5.56
 As our calculated t-statistic (5.56) is greater than our t-critical value
(2.306), we reject our null hypothesis and conclude that cooperative learning
style of teaching is more effective than traditional method.
This shows that cooperative learning is more effective than the traditional
approach. Students tend to achieve high scores due to the cooperation of other
members in problem solving. According to Robbins and Judge (2011),
participation brings more input and it opens opportunity to consider more
approach and alternatives.

FINDINGS

Analysis of the data based on the statement of the problem revealed the
following significant findings:

The experimental group has higher scores or achievement in class than the
control group.

It only proves that cooperative learning is effective to use in Mathematics classes

when incorporated in problem solving.

CONCLUSIONS

Based on the findings of this study in relation to the statement of the problem, the
following conclusions were drawn.

Cooperative learning is an effective approach in solving problems in

Mathematics. Students share their ideas about the problem and they generate
the solutions and answers to the problem. In a group, there are students who
also influenced their group mates to work confidently in the activity. Students also
enhance their understanding in Mathematical concept in a cooperative learning
situation. Students’ social interaction in the teaching-learning process increases
when group activity is employed. By working cooperatively, it will result in
creative and useful strategies on how to improve the academic performance of
students. It also increases their commitment and accountability to the decisions
they make. The involvement of all members in the activity is significant to provide
the solutions needed in their problem solving.

RECOMMENDATION

Based on the findings and conclusions of this study, the researcher arrived at
the following recommendations.

1. Teachers should be encouraged to incorporate group activity to the

students during problem solving in Mathematics.
2. Aside from problem solving, cooperative learning can also be used in some
activities in Mathematics that is time-consuming to answer. By working
cooperatively, they can finish the activity earlier. Aside from these, the
teacher can religiously follow his/her lesson plan. There are times that
other teachers did not finish the lesson plan they made. Sometimes the
evaluation turned out as the students’ assignment due to inadequate time.
3. Resource materials should be requested by year level to meet the general
needs of the students as well as the teachers.
4. Provide seminars and workshops to enhance teachers’ instructions.
5. There should be a quarterly demonstration of teachers in the school and
this will be participated by all teachers so that everyone will acquire
different strategies in teaching.
REFERENCES:

Books:

Corpuz, B.B and Salandanan G.G (2007). Principles of Teaching 1.

Lorimar Publishing, Inc. p.92

Our Lady of Fatima University. (2007) Math 3. p.145

Palispis, Epitacio S.(2007) Sociology and Anthropology. Revised Edition

Robbins, S.P. and Judge, T. A. (2011). Organizational behavior. 14th Edition:

Pearson Education, Inc. p329

Schermerhorn, J. R.(2010). Introduction to Management. 10th Edition p. 191

Journal:

Quality Teacher. Volume 12 Number 1 p. 28

Internet:

What Is the Zone of Proximal Development?

http://psychology.about.com/od/zindex/g/zone-proximal.htm
© 2015 About.com

FormulasMath FormulasStatistics Formulas

http://formulas.tutorvista.com/math/t-test-formula.html
VI - Work Plan

Pre - Implementation

Date Activities
_______________ _________________
_______________ _________________

During Implimentation
_______________ _________________
_______________ _________________

Post - Implementation
_______________ ________________
_______________ ________________

Proposed Budget:

Expected Expenses
Proposed Budget
* Computer's Ink
Php. 1, 606.00
* Bond paper
Php. 108.00
Prepared by:

_________________

Teacher- I

Noted:
_______________________
School Head

Recommending Approval:
______________________
Public Schools District Supervisor

Approved:

___________________________________
Asst. Schools Division Superintendent