West Visayas State University

(Formerly Iloilo Normal School)

SENIOR HIGH SCHOOL
La Paz, Iloilo City
1

Chapter 1

Introduction of the Study

Chapter 1 is composed of five parts: (1) Background of the Study, (2) Statement of the

Problem, (3) Definition of Terms, (4) Significance of the Study, (5) Scope and Limitations of the

Study.

Part One, Background of the Study, presents the overview and discusses the reasons for

choosing the problem.

Part two, Conceptual Framework, presents the studies were the study was anchored and

the paradigm of the study.

Part three, Statement of the Problem, states the problem and the specific questions the

study sought to answer.

Part four, Definition of Terms, presents the conceptaul and the operational definition of

the key terms used in the study for clarity purposes.

Part five, Significance of the Study, cites the relevance of the study and the

benefeciaries.

Part Six, Scope and Limitations of the Study, states the limits and the scope of the

study.
 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
2

Background of the Study

Through the years, it has always been necessary to encounter group works during ones

schooling. School systems continue to make group works part of the students’ performances

because of its significance, effectiveness and immersive experience, which teaches them the

basic skills of collaboration, adaptation, and socialization, basically, how to function as a

member of a unit.

In this present generation, various factors have emerged affecting the learning

capabilities and performances of students. One of which is working with one’s peers. In this

manner, the effects of this is dependent upon the student’s themselves, either they are affected

negatively or positively. While friendship at work is always considered a good thing, a strong

assumption, recent research suggests that having a close peer in the workplace might be more

nuanced than we assume. There are definitely benefits, but there are also costs (Burkus, 2017).

In some cases, like offices, certain colleagues may label other co-workers as peers,

whom of which could help others in a group be more organized because working with peers

could mean staying within one’s own comfort zone. Each group member has their own

strengths and at the same time weaknesses. These so-called weaknesses of one peer could be

aided with the strength of another. In addition, it could also help in terms of motivation and

because of the common interests shared by said peers.

On the other hand, it could also be a sign of distraction. For example, there could be

lack of focus during discussions because of the extended breaks allotted for socializing making

it more stressful and time constrained to complete work. It could also eventually lead to stress

and emotional exhaustion.

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(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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Based on the scenarios given above, the researchers conducted a study examining the

effect of working in a group of peers to the student’s performance. The study is important to

identify solutions to the problems and setbacks brought-about by working with one’s peers. This

study focused on Grade 12 STEM students as participants with which the researchers conducted

a survey regarding their preference on working environment and group performances of

students.

Statement of the Problem

This study aimed to determine the effects of preference on group activities of Grade 12

STEM student’s on their performances.

More specifically, it sought to answer the following questions:

1. What is the performance of Grade 12 STEM students in activities when grouped with their

peers and with random group mates?

2. What are the student’s personal preference when working in a group during classroom

activities?

3. Is there a significant difference in the performance of Grade 12 STEM students when

they work with their peers and with random group mates?

4. Is there a significant relationship between student’s personal preference and their

performance when they work with peers?

5. Is there a significant relationship between student’s personal preference and their

performance when they work with random group mates?

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(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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Hypotheses

1. There is no significant difference in the performance of Grade 12 STEM students when

they work with their peers and with random group mates.

2. There is no significant relationship between student’s personal preference and their

performance when they work with peers.

3. There is no significant relationship between student’s personal preference and their

performance when they work with random groupmates.

Conceptual Framework

Below is the figure that represents the relationship between the independent and

dependent variable of the study.

Groupings of STEM
students

 Grouped with peers Students’ performance in group

 Random groupings activity

INDEPENDENT VARIABLE DEPENDENT VARIABLE

FigureINDEPENDENT
1. This figure shows the relationship between the independent and dependent variable
VARIABLE

of the study.
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(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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Significance of the Study

This study will be beneficial to the following:

Students. This study can help them identify or determine their comfort zones in

doing activities so that it would be easier for them to adjust and adapt to the change of

groupmates for the whole group to create or obtain a successful satisfactory output.

Teachers. Not only could this study allow them to empathize with their students,

but this could also serve as a basis to help them identify strategies for teaching due to the

new knowledge and understanding brought forth from the factors that may affect the

academic performances of their students working in and out of their comfort zones.

Department of Education (DepEd). With this study, they will be able to

determine the factors affecting the performances of the students to develop much better

and suitable strategies to be added into the learner’s guide, which will be disseminated

during seminars.

School Administrators. May this study serve them well and be a reminder that

students are different. That their students have various needs to function properly and

progress. That they may use this as an opportunity to further empathize, understand, and

reflect upon the present day school system. If ever this study may bring about new

realizations, which could benefit the development of their teaching methods.

Future researchers. This study will benefit them by providing a background or

basis for them to work around. This may help them with their very own study to narrow

down and identify variables that may not yet be known. Simply put, this study may provide

them an idea on how to conduct a research.

 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
6

Definition of Terms

For deeper understanding of terms used in the study, the following terms are defined.

Performance. the action or process of carrying out or accomplishing an action,

task, or function (Merriam Webster Dictionary).

In this study, the performance was the basis of measurement on how well the

students have done in school and it is one of the possible variables in the research problem.

Peers. One that is of equal standing with another especially: one belonging to the

same societal group especially based on age, grade, or status (Merriam Webster Dictionary).

In this study, the peers was one of the variables in the research problem and how

did it affects the performance of students.

Working. An activity in which one exerts strength or faculties to do or perform

something; activity that a person engages in regularly to earn a livelihood people looking

for work (Merriam Webster Dictionary).

In this study, working was the way in which the students will do any activities

together.

Scope and Limitation of the Study

The determined scope and limitation of the study are the students or participants, their

school, and their availability.

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(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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This study focused in determining the effect of stem students’ preferences to their

performance. This was evaluated whether the students preference in terms of their groupmates

in group activities affect the performance or the outcome of the said activity.

The respondents of the study were 44 Grade 12 STEM-D students, which were

determined through purposive sampling. The researchers chose the STEM2-D section for

convenience and they must be a bona-fide student of West Visayas State University.

Students within this section were given set of questionnaires, which were made and

used by the researchers as their data or basis for their study in determining the effects of

students’ preference upon their performances.

The research was conducted within the vicinity of WVSU, Luna Street, La Paz campus

last October 2018.

 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
8

CHAPTER 2

REVIEW OF RELATED LITERATURE

Chapter 2 consists of four parts: (1) Preference of Students on Group Activities, (2)

Factors Affecting Group Performances, (3) Working with Peers, (4) Working with Random

People.

Part One. Preference of Students on Group Activities, shows the different options of

students on group activities whether they like to be with their peers or with random people.

Part two. Factors Affecting Group Performances, it enumerates the certain factors that

may influence students’ performance.

Part three. Working with Peers, presents the outcome or situation when students’ works

in a group environment or collaborate with their peers.

Part four. Working with Random People, presents the outcome or situation when

students’ works in a group environment or collaborate with random people.

Preference of Students on Group Activities

These so called group performances are incorporated into present day classrooms due

to certain teachings it may impart upon the students. Seen as an incentive for learning (E.

Chiriac, 2014), group activities allow people joined together to exchange certain political, moral,
 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
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9

aesthetic, scientific and other values. Because a group generates public opinion, it sharpens and

polishes the mind and shapes the character and will. Through the group a person rises to the

level of a personality, a conscious subject of historical creativity. The group is the first shaper of

the personality, and the group itself is shaped by society (A. Spirkin, 1983). With this being

said, it is apparent that the members of a group are important to take into account when a

student faces group performances. Spirkin also stated that the influence of one person on

another is as a rule extremely limited; the collectivity as a whole is the main educational force.

That is why here, the psychological factors are very important. It is essential that a person

should feel himself part of a group at his own wish, and that the group should voluntarily

accept him, to take in his personality. This is where personal preference makes a play. It

depends upon each individual member and their own preference, how they will respond to

other group members; whether or not they will be phased, intimidated, pleased, or remain

neutral by other members, which will eventually affect the groups’ overall performance.

When teachers assign a group performance, is when they are pressured most for they are the

deciding factor of how the groupings will take place. The reason why they are pressured is

because most definitely students would want to be with their peers for they promote somewhat

of a status hierarchy, residing in their established cliques (S. Mitchelle, et al., 2004).

Factors Affecting Group Performances

In a school setting it is inevitable to encounter group performances. Disregarding your

role in the community as either a student, teacher, faculty member or just a parent, eventually

you will interact with others none the less for human beings are known to be dependent upon
 West Visayas State University
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SENIOR HIGH SCHOOL
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socialization. Specifically this study will focus on group performances regarding students due

various factors affecting their group performance. According to K. Michael Hibbard, Linda Van

Wagenen, Samuel Lewbel, et al (1996) it could generally be either external and/or internal.

These external conditions include: the group’s strategy, the rules and regulations of the task,

physical work setting, and member selection process. Based on Hijazi & Naqvi (2006), it also

could be socio-economic, psychological, environmental factors. While for the internal there are

the groups’ members, with their individual take on the task at hand, their ability to properly

function with one another, and basically their own individual preferences.

Working with Peers

Specialists dissected the aftereffects of 26 distinct investigations (called a meta-

examination) and found that groups made out of companions performed preferred on a few

errands over gatherings of colleagues or outsiders. Groups with companions were especially

viable when the gatherings were bigger and when their emphasis was on augmenting yield.

Working with companions isn't simply something that makes us feel great, it can really deliver

better outcomes. The specialists broke down investigations about groups that utilized members

with set up companionships and that included groups with non-companions or associates as an

examination gathering. Every one of the investigations likewise obviously estimated undertaking

execution. At last, the 26 thinks about they investigated included 1,016 gatherings with 3,467

members. In general, results indicated fellowship bunches had an unmistakable execution

advantage, regardless of whether the undertakings required muscle or brains. The favorable

position was found in all age gatherings. The bigger the groups considered, the greater the

beneficial outcome of companionship gatherings, the examination found. Companions can

 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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organize undertakings all the more viably, they know each other's qualities and shortcomings

and can make sense of how to separate the function in the most productive way. Discoveries

demonstrated that companionship bunches improved the situation in assignments where the

objective was to create the most yield, however did not have leverage when the objective was

to locate the ideal answer for an issue. At the point when the objective is amplifying yield, the

greatest issue is regularly keeping individuals spurred, and that is the place companions are

useful. When you're working with companions, you have a tendency to be in a superior mind-

set and can work through the difficulty and strain that occasionally originates from creating a

considerable measure in a brief span. In any case, when the objective is thinking of the best

response to an issue, there might be an upside to working with outsiders. Individuals who are

not companions might probably valuably deviate, to discuss the advantages and disadvantages

of a proposed arrangement, and be less inclined to simply oblige the group (Ohio State

University, 2017).

Working with Random People

The big advantage of forming groups at random is that it is seen as fair by all involved.

If you need to make groups of five for an activity, work out how many groups that means for

the students you have. Other ways to randomly group your students or make pairs is by using

different coloured cards, all the yellows together, all the blues together etc. I have seen

example of both in my college life. I suggest that if you want to get good grade and keep your

friendship intact, go for random grouping. Working with friends in workgroups puts a lot of

pressure on someone who is concerned about grades. If friends don't put required effort from
 West Visayas State University
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SENIOR HIGH SCHOOL
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their side or they are just not as serious as you are about grade, then there might be

disagreement, fights and bitterness and you would lose a good friend as well as grade.

If it’s a random group, chances are team will perform better because no one takes the other

one for granted. You don't have to save your friend's back so you will concentrate on your

work. You will not be afraid of bitterness in relationship during disagreements.

 West Visayas State University
(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
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Chapter 3

Research Design and Methodology

Chapter 3 includes two parts: (1) Research Design, and (2) Research Methodology,

which is divided into 4 sub-parts: (2.a) Respondents, (2.b) Data Gathering Instrument, (2.c)

Data Gathering Procedure and (2.d) Statistical Data Analysis.

Research Design

The method of research that was used in the study is the descriptive method, which

includes the data and characteristics about a population or phenomenon being studied. The

researchers also used purposive sampling to identify their respondents easily.

According to Helen L. Dulock (1993), Descriptive research design provides an accurate

portrayal or account of characteristics of a particular individual, situation or group; these studies

are means of discovering new meaning, describing what exists determining the frequency with

which something occurs and/or categorizing information. In this study, the researchers will use

a structured method of data collection by using survey forms. Specifically, the researchers will

use the structured type of questionnaire.

12
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Research Methodology

Respondents.

The respondents of the study were the 44 STEM 2-D students of West Visayas State

University currently enrolled in the A.Y. 2018-2019.

Data Gathering Instrument.

As for the data gathering instrument, survey forms were given to the respondents by the

researchers. Surveys represent one of the most common types of quantitative, social science

research. In survey research, the researcher selects a sample of respondents from a population

and administers a standardized questionnaire to them. The questionnaire, or survey, can be a

written document that is completed by the person being surveyed, an online questionnaire, a

face-to-face interview, or a telephone interview. Using surveys, it is possible to collect data from

large or small populations (Colorado State University).

The researchers asked for permission to conduct their study from the administrators or

advisers of the respondents where the study was held. The researchers used purposive

sampling in order to group the participants according to the data needed, which is relevant to

the research question. A participatory consent was given to the participants and it is written

inside that their identity is protected and confidentiality is highly valued. Also, along with the

participatory consent is the background information about the research study and the

instructions on how to fill up the questionnaire form. Specifically, the researchers used a

structured questionnaire form wherein it provides possible answers and respondents just have

to select from it. The respondents can choose between the following choices which are (4)
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Strongly Agree, (3) Agree, (2) Slightly Disagree, (1) Disagree depending whether the sentence

given is true for them or not.

Data Gathering Procedure

Researchers provided questionnaires and survey sheets, which were used in gathering

the data needed. Then, they identified the students who were used as the respondents of the

study. First, the students were grouped randomly with five members in each group through fish

bowl method. Then each group was given questionnaires (Questionnaire 1.1) and let them

answer for 10-15 minutes. After, they were grouped again according to the people they were

most comfortable with- their peers. Then each group was given another set of questionnaire

(Questionnaire 1.2) and let them answer for another 10-15 minutes. After the all the groups

finished answering the given set of questionnaires, they were again asked to answer the

(Questionnaire 2.1 and 2.2) which determined their preferences when it comes to group

activities.

Statistical Data Analysis

The statistical tests used in the study are as follows:

Mean was used in the study to get the average score of the respondents and also the average

of their corresponding preferences.

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Standard Deviation

This was utilized so as to identify any variation between the performances of the students

when they were working with peers and with random people. The specific value of the

standard deviation was attained through the use of SPSS

Paired t-test

On the other hand paired t-test was used in the study due to the fact that the researchers

were trying to identify a difference between said performances.

Pearson R

Lastly, the researchers used Pearson R for its application in the study would help them identify

any relationship between a student’s personal preference and their performance.

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(Formerly Iloilo Normal School)
SENIOR HIGH SCHOOL
La Paz, Iloilo City
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CHAPTER 4

Results and Discussion

Chapter 4 consists of five tables:

Table 1. Performance of Students with their Peers and with Random People,

Table 2. Preference of Students in a Group Activity,

Figure 2.a. Preference on Group Activities (With Random People)

Figure 2.b. Preference on Group Activities (With Peers)

Table 3. Difference in the Performance of Grade 12 STEM students when they Work with their

peers and with Random Groupmates,

Table 4. Relationship between Student’s Personal Preference and their Performance when they

Work with Peers,

Table 5. Relationship between Student’s Personal Preference and their Performance when they

Random Groupmates.
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Table 1 shows that the mean scores of students when they work with random people is

higher compared when they work with their peers and both were classified as high performer.

Table1. Performance of Students with their Peers and with Random People

Mean Description Std. Deviation

Score with Peers 17.23 High performer 2.56

Score with Random 17.36 High performer 1.92

People

Table 2 shows that students prefer to work with their peers than with random people in a

group activity.

Table 2. Preference of Students in a Group Activity

Mean Std. Deviation Rank

with Peers 3.61 0.46 1

with Random People 3.04 0.68 2

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This figure shows the main reason why they prefer to work with random people on a

group activity. According to their responses the main reasons are they can focus well on the

task given and they feel motivated to contribute during the activity.

3.3

3.2 3.18 3.18

3.09 3.09
3.1
3.04
3.02
3 3
3
2.93
2.9 2.86

2.8

2.7

Figure 2.a. Preference on Group Activities (With Random People)

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This figure shows the main reason why they prefer to work with their peers on a group

activity. According to their responses the main reason is when they work with their peers their

groupmates are easy to get along with.

3.9
3.77
3.8 3.73
3.7 3.68
3.7 3.66
3.61 3.61
3.57
3.6
3.49
3.5
3.4
3.27
3.3
3.2
3.1
3

Figure 2.b. Preference on Group Activities (With Peers)

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Table 3 shows the mean score of students when they work with their peers and with

random people. There is no significant difference in the performance of Grade 12 STEM

students when they work with their peers and with random groupmates because the calculated

significant value is greater than 0.05 which means it does not matter whoever they work with

because their scores or performance were not affected.

Table 3. Difference in the Performance of Grade 12 STEM students when they Work with their

peers and with Random Groupmates

Mean t-value df Sig. (2-tailed)

0.301 43 0.765

with Peers 17.23

with Random People 17.36

Table 4 shows that there is no significant relationship between student’s personal

preference and their performance when they work with peers since the calculated significant

value is greater than 0.05 which means that their personal preference does not affect their

performance when they work with their peers.

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Table 4. Relationship between Student’s Personal Preference and their Performance when they

Work with Peers

Preference

r-value Sig.

Performance -0.157 0.308

Table 5 shows there is no significant relationship between student’s personal preference

and their performance when they work with random groupmates since the calculated significant

value is higher than 0.05 which means that their personal preference does not affect their

performance when they work with random people.

Table 5. Relationship between Student’s Personal Preference and their Performance when they

Random Groupmates

Preference

r-value Sig.

Performance 0.119 0.443

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CHAPTER 5

Summary, Conclusion, Implications and Recommendation

Chapter 5 consists of four parts, namely: (1) Summary, (2) Conclusion, (3) Implications,

and (4) Recommendations.

Part One, Summary, gives the summary of the study and its findings.

Part Two, Conclusions, presents the conclusions, presents the conclusions drawn based

on the findings in the study.

Part Three, Implications, presents implicit ideas and understanding generated from the

study.

Part Four, Recommendations, makes suggestions based on the results and the given

conclusions.

Summary

This study aimed to determine the effect of the preferences of STEM students’ on their

performances. The data gathered were encoded and analyzed using the Microsoft Excel 2016

and Statistical Package for Social Sciences (SPSS).

Independent Sample t-test was employed to determine the effects of Grade 12 STEM

students’ preferences to their group performance in a group activity.

The following are the findings of the study:

1. The mean scores of students when they work with random people are higher than

when they work with peers.

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2. Students preferred working with their peers more than working with random

groupmates.

3. There is no significant difference in the performance of students when they work

with either their peers or random groupmates.

4. There is no significant relationship between student’s personal preference and their

performance when they work with peers.

5. There is no significant relationship between student’s personal preference and their

performance when they work with random groupmates.

Conclusions

Based on the aforementioned results, the followings conclusions were drawn:

4. There is no significant difference in the performance of Grade 12 STEM students when

they work with their peers and with random groupmates.

5. There is no significant relationship between student’s personal preference and their

performance when they work with peers.

6. There is no significant relationship between student’s personal preference and their

performance when they work with random groupmates.

Recommendations

Based on the results of the study and the conclusions drawn, the following

recommendations are given:

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1. Use more complex questions or problems which require collaboration and team work to

gather more efficient result.

2. For future studies, have a larger number of participants and also if possible assign

random grouping which came from two or more different sections.

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References

Budden, Jo, (2008). Random Grouping. Retrived from:

www.teachingenglish.org.uk/article/grouping-students

Ohio State University. (2017, October 23). Teams work better with a little help from your

friends. ScienceDaily. Retrieved October 15, 2018 from

www.sciencedaily.com/releases/2017/10/171023095038.htm

Retrieved from: https://www.middleweb.com/34789/peer-power-get-more-from-group-work/

Sinha, Anjali, (n.d). Retrieved from: www.quora.com/What-offers-better-results-work-in-a-

team-with-friends-or-with-strangers