MPROVING PERFORMANCE IN EDUKASYONG PANTAHANAN AT

PANGKABUHAYAN (EPP) THROUGH COLLABORATIVE LEARNING

AILEEN L. RODRIGUEZ
Torres Elementary School, Mapandan, Schools Division office I, Pangasinan
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II. ABSTRACT

It was observed that academic performance of Grade 5 students in the

subject TLE in Torres Elementary School, Mapandan, Pangasinan was not

satisfactory, thus this study was undertaken to improve the performance of

students in Technology and Livelihood Education (TLE) through Collaborative

Learning as learning intervention. An experimental research was conducted

using the thirty five (35) Grade 5 A – Diamond students of Torres Elementary

School, Mapandan, Pangasinan, as respondents. Data was gathered using pre

test and post test before and after Collaborative learning was utilized. Results

indicate that Collaborative Learning is an effective intervention in improving the

academic performance of the Grade 5 pupils in EPP.

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III. ACKNOWLEDGMENT

To the Almighty God, for spiritual enlightenment, strength and guidance

making this difficult work possible.

The researcher wish to express profound appreciation and gratitude to all

those who selfishly helped and inspired them in the preparation and completion

of this study.

To the researcher’s family, for the love, support and encouragements.

The Grade 5 pupils of Torres Elementary School, thank you for your

cooperation.

The loving, kind, generous and cheerful co-teachers and superiors, the

time spent with you guys will never be forgotten. It will remain part of us till the

end.

- Aileen-
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IV. CONTEXT AND RATIONALE

Cooperative Learning has a major role in the implementation of the K to

12 program of the Department of Education, as it is geared to achieve

improvements in the performance of students both in academic and personal

development of students concerning social and emotional aspects

The study was undertaken to improve the performance of students in

Technology and Livelihood Education (TLE) through Collaborative Learning as

learning intervention. Thus, this is due to the fact that, the learners under the

Grade 5 – TLE program of the K12 demands better and more diversified

strategies to cater to their learning needs as evident to their poor performance in

the Technology and Livelihood Education in line with this the researcher decided

to have an action research using collaborative learning to improve the students’

performance in the said subject.

V. INNOVATION INTERVENTION AND STRATEGY

The study will utilize a proposed innovation, intervention strategy known

as Collaborative Learning.

Collaborative learning is a method of teaching in which students will team

together to explore a significant question or create a meaningful project. It is a

group of students discussing a lecture or students from different schools that

working together over the Internet on a shared assignment are both examples of

collaborative learning.

This is the essence of a cooperative learning group in a classroom.

Cooperative learning is an organized and structured way to use small groups to

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enhance student learning and interdependence. Students are given a task, better

known as an assignment, and they work together to accomplish this task

SAMPLE ACTIVITIES

Cooperative Learning is sometimes called small-group learning. It is an

instructional strategy in which small groups of students work together on a

common task.

Cooperative learning is structured way and organized to use small groups

to enhance student learning and interdependence. Students are given an

assignment or a task, and they work together to accomplish this task.

Thus, the study will utilize. Group projects, Group research for task

outside the classroom and inside the classroom during lectures five 950 different

cooperative learning strategies will be utilized. These are (1) focused listing,

(2)One-minute papers, (3) uncommon Commonalities, (4) Forced Debate and (5)

Cooperative Graffiti. These are discussed below

(1) Focused Listing

If you’re looking for a new brainstorming strategy then you’re going to love this

one. The focused listing strategy is designed for students to generate words to

define or describe something. For example, you would give the students a main

topic, then ask them to create a list of words or phrases that describe that topic.

From there, you can put students into small groups to discuss their lists or you

can first put them into groups to generate the lists. Once the lists are completed,

you can use the list to help facilitate a small group or whole-group discussion. If
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you are using the focused listing as a gateway to your lesson, then you can

choose one list that all students agree upon and use that.

(2) One-Minute Papers

This strategy can be used to gather feedback from you students after a lesson is

taught. First, write the following questions on the front board and have students

answer them by themselves.

 What was the most important thing you learned from the lesson?

 What is still unclear about the lesson? What questions do you still have?

 What is one thing about the topic that you want to know more about?

Next, put students together into groups to facilitate a discussion. Have students

do a Round Robin (take turns talking) and discuss each of their answers to the

questions listed on the board. Once students have all answered the questions,

then have students figure out which answers they have in common. They can

then take this information and come up with the most popular answer to each

question, which they then can discuss with the class as a whole.

(3) Uncommon Commonalities

If you are looking for a strategy that will help your students become more

cohesive, then this is a great one to try. Group students into teams of four and

have them come up with a team name. Give each team member a piece of paper

and have them fold it the long way in fours and label each section, 1, 2, 3, and 4

at the top. Next, write a question on the front board, such as “How many siblings
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do you have?” The teams’ goal is to discuss the question with their group and

figure out what they all have in common. If all four team members have one

brother, then they will write that in column four, if all three of them have one

brother then they will write that in column three and so on. The activity continues

with each new question that is put on the board.

(4) Forced Debate

This strategy requires students to use their communication skills to work within a

group. Here’s how it works: The teacher writes a proposition on the front board,

such as “Should there be a vending machine in the school cafeteria?” then the

students who agree move to one side of the classroom and the students who

disagree move to other side. Once students are on one side of the classroom

that is now their group. The teacher then forces them to debate the opposing

side that they have chosen. This strategy really utilizes students’ critical thinking

skills and forces them to really think about the question as a whole in order to

argue for the opposing side rather than what they really feel about the question.

(5) Cooperative Graffiti

Another great brainstorming technique to try is cooperative graffiti. This strategy

requires students to think about a topic and write down as many ideas as

possible using different-colored pens. To start, divide students into small groups

and give each group a large, butcher block piece of paper and a variety of

colorful pens. Write down a broad topic on the front board, and on your command

“Go!”, instruct students to write down as many ideas as they can that correlate
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with the topic you wrote on the board. Once the time is up (about 5-10 minutes),

then have students try and organize their colorful ideas into categories.

VI. RESEARCH QUESTIONS

This study aims to improve the academic performance in Edukasyong

Pantahanan Pangkbuhayan (EPP) in Torres Elementary School, Mapandan,

Pangasinan.

This study will look the answer of the following questions:

1. What is the academic performance of the Grade 5 students in the subject

EPP?

2. What is the academic performance of the Grade 5 students in EPP subject,

after collaborative learning was utilized as an intervention?

3. Is there significant difference on the achievement of the Grade 5 students

before and after collaborative learning was utilized as an intervention

VII. ACTION RESEARCH METHODS

This part of the study presents the description of the subjects, the data-

gathering instruments, the data-gathering procedure, the ethical issues to be

considered and the plans for data analysis.

a. Participants and/or other Sources of Data and information

Respondents were the thirty five (35) Grade 5 A – Diamond students of

Torres Elementary School, Mapandan, Pangasinan. These are the students

currently enrolled in the School Year 2018-2019.

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The 26 students will be divided into 4 groups with 5 members and 6

member group. The members of each group will be selected through Random

sampling using drawing of lots.

b. Data Gathering methods

Experimental Research design was used in the research. Experimental

research is any research conducted with a scientific approach, where a set of

variables are kept constant while the other set of variables are being measured

as the subject of experiment. Experimental research is one of the founding

quantitative research methods. (https://www.simplypsychology.org/experimental-

designs.html)

This type of research was appropriate for the study for the study, for

collaborative learning is a new intervention applied as an experiment to the

pupils.

VIII. DISCUSSION RESULTS AND REFLECTION

This study focused to improve the academic performance of the Grade

5 pupils in the subject EPP. As basis of their Academic performance before the

intervention was implemented, their pre test results is presented in table 1.

Table 1
Pre Test Performance indicators
(N =35)

MEAN 28.49
MEDIAN 31
MODE 22
RANGE 31
HIGHEST 40
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LOWEST 9
SCORES LESS THAN 25 11

Table 1 above shows the statistics of the population of 35 Grade 5 pupils

composed of sixteen (16) boys and nineteen (19) girls. It can be seen that the

average score is 28.49, with a middle score of 31 the most number of score of

22. the highest score of 40 and the lowest score of 9, scores ranging 31. There

are eleven (11) pupils with less than 25 points.

Thus with this information at hand. Collaborative learning was introduced and

implemented to the pupils to improve their academic performance specifically

their scores. The implementation of the designed intervention is documented

and shown in the attached Appendices (SEE APENDICES)

After collaborative learning was implemented a post test was conducted

to measure improvements in their academic performance. The results are

presented in the table below.

Table 2
Post Test Performance indicators
(N =35)

MEAN 39.31
MEDIAN 40
MODE 45
RANGE 25
HIGHEST 50
LOWEST 25
SCORES LESS THAN 25 0
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Table 2 above shows the statistics of the Grade 5 pupils academic

performance after Collaborative learning was conducted. It can be seen that

the average score is 39.31., with a middle score of 40 the most number of

score of 45. the highest score of 50 (perfect score) and the lowest score of 25,

scores ranging 25. None of the pupils had scored less than 25 points.

Comparing table 1 and table 2, it can be seen that there is an improvement in

the academic performance of the pupils in all indicators. This is better shown

using a figure as follows.

60

50

40

30 PRE TEST
POST TEST
20

10

0
MEAN MEDIAN MODE RANGE HIGHEST LOWEST
SCORE SCORE

Figure 1. Pre test vs. Post test Graph

Figure 1 above shows the comparision of the pre test and post test

scores of the Grade 5 pupils. The bar in blue represents the pre test conducted

before Collaborative learning was implemented and the bars in red represent

the post test conducted after Collaborative learning was implemented. It can be
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seen that the post test is higher in all indicators namely mean, median, mode,

range, highest score and lowest score.

COMPARISON OFACADEMIC PERFORMANCES

The pre test and post test results of the Grade 5 pupils were further

compared and tested through Analtysis of Vartiance (ANOVA) using Statistical

Packages for Social Sciences (SPSS), as presented in the table below.

Table 3
ANOVA

Sum of Squares df Mean Square F Sig.

Between Groups 1697.187 12 141.432 5.006 .001

Within Groups 621.556 22 28.253

Total 2318.743 34

Table 3 above shows the Analysis of Variance between the pre test and

post test results. It can be seen that The F =5.006 is significant at 0.001 level

indicating that the significant difference in the improvement of the performance

of the pupils is not attributed by chance and is attributed by a factor which is

the use of Collaborative Learning. This indicates that Collaborative Learning isd

an effective intervention in improving the academic performance of the Grade 5

pupils in EPP.

IX. ACTION PLAN

The Results of the study can provide insights on the value of collaborative

learning in the improvement of the performance of students. The proposed

actio0n plan is represented in Table 4 as follows.

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X. REFERENCES

Dillenbourg, P. J. (2011). Collaborative Learning: Cognitive and

Computational Approaches. Advances in Learning and Instruction
Series. New York, NY: Elsevier Science, Inc.

Hermosa, Victor B. C., (2012), Collaborative Robotic Instruction: A Graph

Teaching Experience. Computers & Education, New York, NY,
Prenticehall Pub.

Chiu, M. M. (2013). Effects of argumentation on group micro-creativity.

Contemporary Educational Psychology, Washington DC, USA: Zolan
Publishers.

Chen, G., & Chiu, M. M. (2015). Online discussion processes. Computers

and Education, Washington DC, USA: Zolan Publishers.

Harding-Smith, T. (2013). Learning together: An introduction to collaborative

learning. New York, NY: HarperCollins College Publishers.

Vygotsky, Lev. (2015). "Interaction between Learning and Development. W.H.

Freeman and Company, New York.

Gokhale, A.A. (2016). "Collaborative learning enhances critical thinking".

Indonesia,Journal of Technology Education.

XI. FINANCIAL REPORT

The researcher will allocate an estimated amount of P500.00 to defray

the expenses needed in the conduct of this study. Below are the estimated

expenses to be incurred:

BUDGET ITEMS AMOUNT

a. Questionnaires. P300.00
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b. Miscellaneous Expenses P500.00

c. Documentation P200.00
TOTAL P1 000.00