Implementation of Collaborative Learning Strategy to Improve Students’ Learning Retention in General

Chemistry 2 for Grade 12 Students of Father Saturnino Urios University- Morelos Campus S.Y. 2017-
2018

Ian Q. Tapia
Jeremaeh G. Delosa
Kenneth Yu
Louie Jane Eleccion
Mariel A. Escobal
Mark Ryan C. Canque
Researchers

Father Saturnino Urios University- Morelos Campus

Basic Education Department
Libertad, Butuan City

Introduction

The education today should enable students to withstand against all oddities and challenges being faced by them at
work place of routine encounters. The teaching method should not only serve the academic purpose but also
develop social and collaborative skills recommended by educational agencies from time to time (Beck, L. L.,
Chizhik, A. W., and McElroy, A. C. 2005.). In the perspective of interaction, knowledge sharing, analysis,
interpretation, and giving vent to subjective expression in group, collaborative learning is considered to be of great
utility and wisdom (E. Zakaria and Z. Iksan, 2007). The students should have collaborative tasks in order to make
student-student interaction effective for inventions are, actually, the result of the collaborative and cooperative
work and not of an individual effort. As far as need for group work is concerned, science is slightly ahead
compared to social sciences (M. Cavanagh2010) that’s why researchers chose Science subject to be under with this
research. Furthermore this study will focus only on the implementation of Collaborative learning Strategy on how it
affects the retention processes of selected Grade 12 students at Father Saturnino Urios University- Morelos
Campus. Collaborative Learning is a philosophy of interaction and personal lifestyle where individuals are
responsible for their actions, including learning, and respect the ability and contribution of their peers, whereas
cooperation is a structure of interaction designed to facilitate the accomplishment of a specific end product or goal
through people working together in groups (A. Pritchard and J. Woollard, 2010.). Only 27 respondents were
included for each section using simple random sampling-St. Titus and St. Stephen. For its intervention, the
researchers used a 10 item questionnaire that was used for its experimental set up; and no intervention (chalk and
board strategy) for controlled set- up. A test questionnaire was given right after the discussion using different
strategies- collaborative learning and traditional teaching strategy for experimental and controlled set-ups
respectively. Pre test and post test were done to test the retention of the students. The Post test was done after two
(2) weeks without telling the students. The topic that was discussed by the researcher to the students is Chemical
Equilibrium.
The study aims to answer the following questions: (1.) What are the student’s test scores right after the
implementation of collaborative learning strategy for experimental group and traditional approach for controlled
group? (2) What are the student’s test scores after two weeks for both experimental group and controlled group? (3)
Is there a significant difference between the students’ test scores right after and one week after the implementation
of collaborative learning strategy for experimental group and traditional approach for controlled group? (4) Is there
a significant difference between the posttests of the experimental and controlled group?
Material and Methods
The study is conducted at Father Saturnino Urios University- Morelos Campus. In selecting the respondents, more
than half of students’ population for each section was included in the said study. The researchers have included 27
respondents for each section. The said questionnaire that the researchers had used was validated through the help of
some faculty members that teach Science subject. In testing the significant difference of the scores of the two set-
ups, the researchers used Two-tailed T-test.

Research Paradigm
Figure 1
Experimental set-up
(Collaborative Learning Strategy)
Significant difference between the students’
achievement – pre and post test
Controlled set-up (Traditional Teaching
Strategy)

The figure shows on how the students will be conducted. It aims to know the significant difference between the
students’ achievement- pre and post test using Collaborative learning strategy for experimental group and
Traditional learning strategy for controlled group
References:

 Beck, L. L., Chizhik, A. W., and McElroy, A. C. 2005. Collaborative learning techniques in CS1:
design and experimental evaluation. In Proceedings of the 36th SIGCSE Technical Symposium on
Computer Science
 E. Zakaria and Z. Iksan,2007, “Promoting collaborative learning in science and mathematics
education: a Malaysian perspective,” Eurasia Journal of Mathematics, Science and Technology
Education, vol. 3, no. 1, pp. 35–39, 2007
 M. Cavanagh, 2011 “Students’ experiences of active engagement through cooperative learning
activities in lectures,” Active Learning in Higher Education, vol. 12, pp. 23–33

 A. Pritchard and J. Woollard, 2010. Psychology for the Classroom: Constructivism and Social
Learning, Routledge, New York, NY, USA.