A Thesis Presented To The Oral Examiners of NTC Batangas A. Mabini Ave., Brgy. Sambat, Tanauan City

NTC EDUCATION BATANG AS
A. Mabini Ave., Brgy. Sambat, Tanauan City
PERCEPTION OF SECONDARY TEACHERS
ON THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS ACADEMIC
PERFORMANCE AND CHARACTER VALUES BUILDING AMONG
SELECTED PUBLIC SCHOOLS IN TANAUAN
A Thesis Presented to the Oral Examiners of
NTC Batangas
In Partial Fulfillment of the Requirements for the
Degree of Bachelor of Technical Teacher Education
Major in Food and Service Management
Maricris M. Lucido
Samuel M. Malaguit
Crizle S. Navarez
Aira M. Neo
October 2018
NTC EDUCATION BATANG AS ii
APPROVAL SHEET
This research is entitled “PERCEPTION OF SECONDARY TEACHERS ON THE
EFFECTS OF COOPERATIVE LEARNING ON STUDENTS ACADEMIC
PERFORMANCE AND CHARACTER VALUES BUILDING AMONG SELECTED
PUBLIC SCHOOLS IN TANAUAN” prepared and submitted by MARICRIS M. LUCIDO,
SAMUEL M. MALAGUIT, CRIZLE S. NAVAREZ, and AIRA M. NEO in partial fulfillment
of the course degree of Bachelor of Technical Teacher Education Major in Food and Service
Management has been examined and hereby recommended for approval and acceptance.
FREDDIE R. NUFABLE, LPT

Instructor
PANEL OF EXAMINERS
Approved by the committee an Oral Examination with the rating of ___________, on

November 08, 2018.
NORMA P. BLANCO, Ed.D.

Chairman
GENEVA V. MACAHIA, LPT KRISTIN H. SUMIRAN, LPT

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Technical Teacher Education Major in Food and Service Management.
NORMA P. BLANCO, Ed. D.

Director for Academic
NTC EDUCATION BATANG AS iii
ACKNOWLEDGEMENT
Keep your dreams alive. Understand to achieve anything requires faith and belief in
yourself, vision, hard work, determination and dedication. Remember all things are possible for
those who believe.
The researchers would like to express their deepest appreciation and gratitude to the
following individuals for all the help and support they receive which had contributed
significantly in making this possible.
Above all, to our Almighty God, their constant source of strength, knowledge, wisdom,
love, patience, guidance, inspiration and for giving continuous blessings, for without him, this
study would not be possible.
To their family, for the utmost patience, understanding and all kinds of support to pursue
this study.
To Mr. Freddie Nufable, their special research project instructor for the supervision,
guidance and provision of information.
To Ms. Kristine Arano, their thesis adviser for the guidance, support and intelligent
suggestions which supported the researchers for the validity of this study.
To Mrs. Celita De Leon, Mrs. Katrina Celine Obligar and Ms. Rizalyn Bolinado, who
checked and validated their questionnaires.
To Mr. Julius Ceasar Javier, for interpreting the data gathered by the researchers.
To Mrs. Marites Miranda, the Principal of Natatas National High School, Mrs. Merlita
Trinidad, the Principal of Tinurik National High School and Mrs. Lilibeth Cabrera, the Principal
NTC EDUCATION BATANG AS iv
of Tanauan City Integrated High School for giving their permission to conduct the survey in
their respective school.
To the Division Office of Tanauan City, for allowing the researchers to conduct a survey
on the selected public schools in Tanauan.
And to their classmates and friends, for the contribution of their knowledge and
assistance on the said study.

NTC EDUCATION BATANG AS v
DEDICATION
It was with genuine gratefulness and warmest regard that the researchers
dedicated this work to:
Almighty God, the Creator, who taught their purpose in life, loved them
unconditionally in spite of their weaknesses that serves as inspiration and source of strength of
the researchers;
NTC Batangas, their second magnificent home;
Their family especially their beloved parents, who never stopped giving countless
ways and served as researcher’s inspiration in fulfilling this endeavor. You will always be
remembered;
Their Special Research Project Instructor, Mr. Freddie Nufable, who shared his
knowledge and supporting this study.

NTC EDUCATION BATANG AS vi
ABSTRACT
Name of Researchers : Maricris M. Lucido
Samuel M. Malaguit
Crizle S. Navarez
Aira M. Neo
Title of Thesis : Perception of Secondary Teachers on the Effects
Of Cooperative Learning on Students Academic
Performance and Character Values Building
among Selected Public Schools in Tanauan
Degree : Bachelor of Technical Teacher Education
Specialization : Food and Service Management
Adviser : Mr. Freddie Nufable
School : NTC Education Batangas
The major concern of this study was to determine and investigate the significant
relationship between the demographic profile and the perception of secondary teachers on the
effects of Cooperative Learning among selected public school teachers in Tanauan. The
descriptive research involving questionnaire method under quantitative approach and interview
guide under qualitative approach. Twenty secondary teachers from Tinurik National High
School, twenty secondary teachers from Natatas National High School and twenty secondary
NTC EDUCATION BATANG AS vii
teachers from Tanauan City Integrated High School participated in the investigation. The
gathered data was statistically treated through the use of frequency count and percentage,
weighted mean and chi- square.
Generally, the findings of the study revealed that Cooperative Learning effectively assist
them in achieving learning objectives. “Cooperative Learning helps the student achieve the
objectives of the lesson since learning becomes meaningful when learners work in group.”, “It
is easy to evaluate student’s performance by group or individual.”, and “this helps in eliciting
information from the students thus addressing some difficulty or misperceive information.” The
other teacher help them to determine the strength and weaknesses of the students especially
with those who are in low level ability students. It makes them know what teaching strategy can
be used effectively and give students motivation. The study concluded that there was no
significant relationship between demographic profile and perceptions of the teachers on the
effects of Cooperative Learning.
To highlight the worth of foregoing finding and conclusions of the study, the researchers
suggested several recommendations. In order to enhance students’ Academic Performances and
character and values building, they should give an effort in every group performance and
activities. In addition, the teachers should be sent for trainings and seminars and they must
provide different strategies and approach including Cooperative Learning that would enhance
both Academic Performance and character and values building of the students to be highly
competitive not only in school but also in terms of employment.

NTC EDUCATION BATANG AS viii
TABLE OF CONTENTS
Page
TITLE PAGE …………………………………………………………………………i
APPROVAL SHEET………………………………………………………………....ii
ACKNOWLEDGEMENT….……………………………………………………..…iii
DEDICATION ………………………………………………………………………..v
ABSTRACT ……………………………………………………………………..…...vi
TABLE OF CONTENTS……………………………………………………….......viii
CHAPTER I – THE PROBLEM AND ITS SETTING
Introduction ……………………………………………………………………............1
Theoretical Framework ………………………………………………………………..7
Conceptual Framework ………………………………………………………………..8
Statement of the Problem …………………………………………………………….11
Research Hypothesis …………………………………………………………………12
Scope and Delimitation …………………………………………………………........12
Significance of the Study ………………………………………………...…………..13
Definition of Terms …………………………………………………………………..14
CHAPTER II – REVIEW OF RELATED LITERATURE
Related Literatures …………………………………………...………………………17
Foreign Literature …………………………………………...…………………..……18
Local Literature …………………………………………..…………………………..23
Related Studies ……………………………………..………………………………...25

NTC EDUCATION BATANG AS ix
Foreign Studies…………………………………...…………………………………...25
Local Studies…………………………...……………………………………………..31
Synthesis …………………………………………………………………...…………36
CHAPTER III – RESEARCH METHODOLOGY
Research Design ………………………………………………………………….…. 38
Respondents of the Study ……………………………………………………….…....38
Research Instrument ……………………………………………………………….…39
Data Gathering Procedure …………………………………………………................41
Statistical Treatment of Data ………………………………………………………....41
CHAPTER IV – PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA …………………………………………….....… 44
CHAPTER V – SUMMARY, CONCLUSIONS AND RECOMMENDATION
Summary …………………………….…………………………………………….....65
Findings …………………………………………………………………………...….65
Conclusions …………………………………...…………………………...................70
Recommendations …………………………………...…………………………….....71
BIBLIOGRAPHY ………………………………………………………………..…72
APPENDICES
A. Letter for the Division Office of Tanauan ……………………………………..…77
B. Letter for the Principals…………………………………………………………...78
C. Letter for the Grammarian…………………………………………………….......81
D. Letter for the Statistician……………………………………………………….…82

NTC EDUCATION BATANG AS x
E. Questionnaire ………………………………………………………………….….83
F. Tally Sheet …………………………………………………………………….….86
CURRICULUM VITAE …………………………………………………………....89

NTC EDUCATION BATANG AS xi
LIST OF TABLES
Tables Page
A. The Number of Respondent in Selected Public Schools in Tanauan …………….39
B. Profile of the Teacher-Respondents in Terms of Age ……………………………44
C. Profile of the Teacher-Respondents in Terms of Gender ………………………...45
D. Profile of the Teacher-Respondents in Terms of Educational Attainment ………46
E. Profile of the Teacher-Respondents in Terms of Length of Service……………...47
F. Perceived effects of Cooperative Learning by the teachers among secondary
students in terms of Academic Performance ………………..................................49
G. Perceived effects of Cooperative Learning by the teachers among secondary
students in terms of Character and Values Building ……………………………..52
H. Utilization of Cooperative Learning in Teaching ………………………………..55
I. Relationship between the Demographic Profile and Perceptions of the Teachers on
the Effects of Cooperative Learning ……………………………………..............57
J. Workplan regarding the Improvement of using Cooperative Learning………….64

NTC EDUCATION BATANG AS xii
LIST OF FIGURES
Figure Page
1. Paradigm of the Study ……………………………………………........................9

NTC EDUCATION BATANG AS 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The rationale of this study aims to understand the perception of secondary teacher on
the effects of Cooperative Learning on students’ Academic Performance and character and
values building among selected public schools in Tanauan. It’s says that not all group efforts
are cooperative. By simply assigning students to group and telling them to work together does
not in and of itself result in cooperative efforts. There are many ways in which group efforts
may go wrong. Seating students together can result in competition at close quarters (pseudo-
groups) or individualistic efforts with talking (traditional learning groups). In addition,
Cooperative Learning is the instructional use of small groups so that students work together to
maximize their own and each other’s learning (Johnson, Johnson & Holubec, 2013). It
emphasize clearly that Cooperative Learning benefit to those who are involved in group works
to motivate and learn but not to tolerate the spirit of carelessness and negligence in every
individual within the group.
21st century learners nowadays need 21stcentury strategies, and their objective is to make
students a globally competitive learners. There are lots of teaching approaches and methods that
can be used by teachers. One of the most effective approach is Cooperative Learning.
Cooperative Learning is an approach which aims classroom organization in small group and for
students to interact with their classmates socially.
A Chinese Confucian philosopher Xunzi once says “Tell me and I forget, show me and
I may remember, involve me and I will learn”. This has always been served as an encouragement
and motivation for each students having Cooperative Learning in every performance task.
In addition, Cooperative Learning offers a pleasant learning situation for all students to have
equal opportunity, competition is amended as friendship, the spirit of cooperation and
participation is reinforced, and all students are entitled to be thoughtful and creative (Lavasani
and Khandan, 2011). On the other hand, does Cooperative Learning is really helpful to each
every educator who facilitate learning? Does it fair to every student who is involved in this
learning approach? Is it always been given value inside the classroom? Mr. Brandon Gaille, one
of the host of podcast marketing release some cons about Cooperative Learning.
First, it creates a grading system which could be considered unfair in a sense that the
grade is handed out to the entire group instead of to each individual involved. Grades most of
the time depend on what peer grades also that shows unfairness in terms of effort and can creates
resentment that stops further learning. Secondly, sometimes it creates new system of
socialization structure that are not always beneficial. It explains that the better student will
scramble to be in each other’s group to avoid grading issue and for each group to be equally
graded. Over time, this may even encourage students to stop trying and learn from their own
exertion and strength. Also, Cooperative Learning frequently create a system of dependency.
When there are others rely upon for work to get done, a habit begins to develop in a student’s
learning behaviors’. They become more dependent on others to help them achieve specific task
although it is good to achieve goal but from dependency from others are actually leading to
spirit of negligence and carelessness.

Cooperative Learning is the learning model where the students work together as small
groups and help to each other’s learning (Slavin, 2015). It explain further group work are
beneficial when each every member of the group sincerely participate and involved in activity,
doesn’t neglect member of the group instead having concern by giving them part to do and
arousing teamwork towards achieving specific task with the involvement of each member’s
effort. However, within the Cooperative Learning there is an impact in Academic Performance
of the students in terms of evaluating and assessing student’s work. It highlights the significance
of individual performance of the students and its effect towards Cooperative Learning process.
According to Teacher Vision (2018), Cooperative Learning sometimes called small-
group learning, is an instructional strategy in which small groups of students work together on
a common task. The task can be as simple as solving a multi-step math problem together, or as
complex as developing a design for a new kind of school. By this, learners are individually
accountable to do their part as member of a group.
It also changes teachers’ and students’ roles in the classrooms. Cooperative Learning is
a shared by groups of students. It is said that through group works, learners can actively
participate in learning, share and discuss ideas, challenge each other and internalize their
learning.
International
According to public scrutiny of higher education in United States, on the past few years
has increased with growing concern that critical thinking skills declined on campuses or
schools. Critical thinking skills with Cooperative Learning leads to well-informed, more
reasoned decision making (Pascerella, Wanng, Troliaan, and Blalic, 2013). Without critical
thinking skill and Cooperative Learning in a group or member are less prepared to engage with
their peers and participate in any activity. The report that the growing number of students lacked
some of the basics skills and abilities is necessary to become a contributing member of a group.
Educator may help improve the value of higher thinking skills to a group by helping students
develop critical thinking skills by including the development of confidence of a student and also
their cognition with self – values to participate in activities. If the teacher helps the students to
enjoy the thinking process, the students will likely to enjoy the Cooperative Learning and this
will help the students to improve their Academic Performances by having a teacher with great
passion in facilitating the students to their group work with enjoyment. A student who enjoys
the thinking process will going to be more active and participative in any group activities.
Cooperative Learning is an educational situation where learning occurs while two or
more students are working together to complete a common task (Siegel, 2005). While
Cooperative Learning offers educators an option different than a teacher-centered approach,
problems still exist in regards to which learning strategies prove to be more effective than
others. Further problems exist with the level of competence by the teacher implementing the
different Cooperative Learning techniques. A gap exists in research when comparing
Cooperative Learning methods to each other and analyzing the outcomes with each other in
terms of student achievement (Graham, 2005).

National
The Department of Education points to K to 12 enhanced Basic Education program to
address one of the main weaknesses of the Philippine Educational System – the congested
curriculum. Students are hard-pressed to learn in 10 years a curriculum that is actually designed
for 12 years in other countries. Hence, Filipino students are not able to achieve comprehension
and mastery, particularly of core subjects. With K to 12, students will develop competencies
and higher order thinking skills through one of the key features of the program which is the
provision of time for independent/ Cooperative Learning. It has the purpose to develop student
capacity for self- directed learning, teamwork, goal- orientation, sense of responsibility and
accountability for results. (DepEd Order 31, S.2012)
The action research was done to a Grade 7 class of Sto. Angel National High School in
Calauag, Quezon, Philippines. The research investigated whether Cooperative Learning would
lead to a better understanding of the mathematical concepts. The implementation of Cooperative
Learning groups included the purpose of improving students’ attitudes toward the subject and
their academic competencies. Participants included high school students in Grade 7
mathematics. Treatment involved requiring students to work in purposefully structured groups
over the course of several weeks. Students completed attitude surveys and interviews. The
teacher and peer made observations, and together with students’ information, data was analyzed
to establish any change in the students’ attitude about the course content and classroom
environment. The data analysis reveals that Cooperative Learning increases students’
confidence level as well as their involvement in the learning process. The provision of support
structure by the teacher is necessary to create successful things within the class.
Local
Based on research conducted in La Consolacion College Tanauan (2011), Cooperative
Learning can be expressed or done in several ways. One of it is in a simple group activity in a
class like reporting where the students are grouped by their teacher to perform a specific
discussion by themselves in front of each other. Another way is when the students go together
in a single group to review their lessons. It can be also a research work like this where students
need each idea, effort and time to learn new things. The Cooperative Learning is usually
connected to Academic Performance since learning in group makes an individual learn on
academic subjects faster. The researchers conducted a survey on secondary year levels at La
Consolacion College Tanauan in Batangas. There were 50 students who answered the survey.
However their questionnaires also gather the data that prefer group works than individual works.
Their study gathered enough data to answer problems and questions that lies behind the title of
the study “Effects of Cooperative Learning in Relation to Students Academic Performance”.
The Cooperative Learning activities that which the students are exposed to are the following;
group study, group reporting, group research and other more. These activities make the
individual learn faster with the help of other members who gives other ideas that can enhance
the mind and motivates the passion of a student to learn. The students that are engaged in
working in groups often influenced by other members of the Cooperative Learning. They also
gain the contribution and effects produced by the Cooperative Learning they are involved to.
Most of the time, Cooperative Learning improves one skill especially in their academic
performance. From a simple sharing of ideas to each other in a group they can also share their
skills influencing other members to make an improvement.
Theoretical Framework
According to (Ramos and Pavón, 2015), Cooperative Learning is a teaching method, in
which students of diverse background are assembled in groups to accomplish a common task.
The groups shared the same ideas and discuss to come up with result. The students had their
different background regarding on their history, culture and traditions they grew up. This
diversity of backgrounds helps the students to engage and construct ideas that will reach group
goals with the given task from their experience in the past history. Those ideas are assembled
to reach common goal. Through this diverse background students maximize the understanding
and value of their shared ideas, beliefs and knowledge and also with their prior knowledge from
diverse background guide them in well and clear defined purpose on a specific task.
Meanwhile, Cooperative Learning according to (Larson, 2012) is the interaction and
cooperation among group members that leads to gain more academic and social competencies
than working as an individual. It is the ability of the students to promote learning using critical
thinking in which they can solved practical problem refers to those problems which are related
to factual knowledge. In addition, (Slavin, 2011) stressed that in the process, students must be
responsible for their own learning and for the success of other group members learning. If one
is responsible as part of the group then process of a specific task makes the group easier, active
and participative. The success of the group activity depends on how student learn to be
responsible and how they deal with their own learning.

Furthermore, (Johnson and Johnson, 2009) said that when group accountability and
individual accountability exist in the group, the responsibility forces increase. The force that
makes students to accomplished the given task because of being responsible, openness to accept
with the given assist task and allow members of the group to conduct accountability.
If basic learning skills on cooperative interaction are not taught, group members cannot
work together effectively to finish their task. Cooperative Learning, compared with
individualistic or competitive learning is more complex because it requires students to engage
in learning task and work together (Johnson and Johnson, 2005). Therefore, social and
interpersonal skills, such as listening attentively, questioning cooperatively and negotiating
respectfully need to be taught to help students cooperate effectively into the group.
Aside from that, (Slavin 2011, p.344) said that Cooperative Learning compromises
“instructional methods in which teachers organize students into small groups, which then work
together to help one another learn academic content”. As the teacher use instructional method,
students will be more active participant in small groups. Teacher facilitate students with the
guided objectives in which instructional method is being more comprehend and leads students
in willingness to assist towards to their improvement of academic matter.
Conceptual Framework
Now that we are in the 21st century and learners nowadays need 21st century strategies,
Cooperative Learning is one of the most effective approach that can be used by the teachers.
Cooperative Learning had its various strategies that exist and can be used at whenever the
instructor see fit for their use. The purpose of the study aims to look and understand the
perception of the secondary teachers on the effects of Cooperative Learning.
The preceding also shows the framework of the paradigm study to be able to understand
the process.
INPUT PROCESS OUTPUT

Teacher’s 1. Analysis of Data
demographic profile  Gather Significant
in terms of: information from relationship
 Age the respondents
between the
 Gender demographic
 Perception of profile and
 Educational respondents on perceptions of
Attainment effects of the teachers on
 Length in Cooperative the effects of
Service Learning Cooperative
Perception of Learning
2. Survey Questionnaire
teachers on the  Perception of the
effects of teachers in using
Cooperative Cooperative
Learning
Learning in
 Academic
teaching process Proposed work
Performance
plan
 Character 3. Interview Guide
and values
building 4. Application of the
statistical treatment of
Utilization of data.
Cooperative
Learning in teaching
PERCEPTION OF SECONDARY TEACHERS ON THE

EFFECTS OF COOPERATIVE LEARNING AMONG
SELECTED PUBLIC SCHOOLS IN TANAUAN
Figure 1. Research Framework
In addition, since Cooperative Learning is the instructional use of small groups so that
students can work together to maximize their own and each other’s learning (Johnson, Johnson
and Holubec, 2013), the researchers wants to find out if there’s a progress in using Cooperative
Learning inside the classroom for the reason that sometimes the value of it has been neglected
and often create a spirit of carelessness and unappropriated behavior among members of the
group.
To identify perception of secondary teachers on the effects of Cooperative Learning, the
researchers will determine the demographic profile of the respondents in terms of age, gender,
educational attainment and length of service that will fit in their perception on the effects of
Cooperative Learning. In the process of the study, the researchers will use survey questionnaire
and interview guide to filter out the opinions and perceptions of teachers on the effects of
Cooperative Learning among secondary students in terms of Academic Performance, character
and values building. From knowing the teacher’s profile going to the process on how they can
utilize it up to the whole study, the researchers can propose a work plan that will improve their
knowledge and understanding based on perception of the teachers and how effective was the
Cooperative Learning in assisting learning objectives for them as a facilitator.
However, the framework will be composed of: first, INPUT which will be comprise of
teacher’s profile in age, gender, educational attainment and length of service and then details
about the perception of teachers on the effects of Cooperative Learning, second is the
PROCESS that covers of development. It include the analysis of data which will be come from
the gathered data of the respondents, the survey questionnaire and interview guide that will
serve as basis of the study. Last is the OUPUT which will comprise the final outcome and
proposal of action plan to further improve the use of Cooperative Learning based on perception
of the teachers.
Statement of the Problem
This research aimed to identify the perception of secondary teachers on the effects of
Cooperative Learning.
Specifically, this study sought to answers the following questions:
1. What is the demographic profile of the respondents in terms of ;
1.1 Age
1.2 Gender
1.3. Educational Attainment
1.4. Length of Service
2. What are the perceptions of teachers on the effects of Cooperative Learning among
secondary students in terms of:
2.1 Academic Performance
2.2 Character and values building
3. What is the level of utilization of teachers in the used Cooperative Learning in teaching?
4. Is there a significant relationship between the demographic profile and perceptions of the
teachers on the effects of Cooperative Learning?
5. Based on the result of study, what is the proposed work plan to improve the uses of
Cooperative Learning in teaching?

Research Hypothesis
Based on the statement of the problem, the following hypothesis was formulated:
Ho There is no significant relationship between the demographic profile and perceptions
of the teachers on the effects of Cooperative Learning.
Scope and Delimitation
This study was limited only to the selected public schools in Tanauan City, Batangas
and selected (20) twenty secondary teachers in each public schools namely: 1.) Tanauan City
Integrated High School, 2.) Tinurik National High School, 3.) Natatas National High
School. With these selected public schools of Tanauan City, the researchers were able to know
the perceptions of the selected secondary teachers towards effects of Cooperative Learning and
this will be used as data information on the study. This will be total of 60 secondary teachers in
overall in different public schools of Tanauan and the respondents of this study were those
officially employed on it.
The focused of this study was to identify how the demographic profile relates on effects
of the Cooperative Learning by perception of the teacher- respondents. With this, some survey
questionnaire and interview were used and conducted for the information needed on the desired
output. The participation of the selected teachers was a big impartation on the work plan will
be proposing of the researchers for the improvement of Cooperative Learning if possible.

Significance of the Study
The researcher found this study beneficial to the following:
Students. The findings of the study would help them in their knowledge about
Cooperative Learning and its effects to their Academic Performance and character. It will also
help them on their social skills by this study, because Cooperative Learning does not only relate
to academics but also in social skills as well.
Teachers. The findings of the study will help the teachers who constantly have troubles
in making the lessons learned by the students; this study is assistance to them to encourage
students to have maximum understanding of what they teach while participating in group
activities.
School. The result of the study will help them to ascertain the benefits and disadvantages
of Cooperative Learning for the students thus, being able to plan and implement a more effective
curriculum.
Future researchers. The result of the study will serve as a source for the future
researchers for them to gain information about this study’s topic and have this thesis a reference
for their study.

Definition of Terms:
The terms listed below are conceptually and/or operationally defined to facilitate a better
understanding of the present study.
Academic Performance. It is the extent to which a student, teacher or institution has
achieved their short or long- term educational goals. It is also defined by student’s reporting of
past semester CGPA/GPA and their expected GPA for the current semester.
Character. A conventionalized graphic device place on an object as an indication of
ownership, origin or relationship. It is also the complex of mental and ethical traits marking and
often individualizing a person.
Congested Curriculum. It means overcrowding. In simple terms, there is too much in
too little space of time. To avoid congestion, one can either increase space or time, or reduce
whatever is taking space or time.
Cooperative Learning. A successful teaching strategies in which small teams, each
with students of different levels of ability, use a variety of learning activities to improve their
understanding of subject. It is the ability of the students to interact and acquire social skills.
Cooperation in small groups on Cooperative Learning can develop the knowledge and creative
thinking on the student.
Diversity. It is the condition of having or being composed of differing elements
especially the inclusion of different types of people. An instance of being composed of differing
elements or qualities, an instance of being diverse, a diversity of opinion.

Effective Curriculum. It increases student’s understanding about the world around
them and prepares them to live in the 21st century. It enlarges student’s experience and sharpens
their awareness.
Exertion. It is an act or instance of exerting especially an active appreciable effort. The
quality or state of being active in behavior and actions of a particular kind of economic activity.
Factual. It is concerned with what actually the case rather than interpretations of or
reactions to it.
Goal Orientation. It is the degree to which a person or organization focuses on tasks
and the end results of those tasks. Strong goal orientation advocates a focus on the ends that the
tasks are made for instead of the tasks themselves and how those ends will affect either the
person or the entire company.
Impartation. It is about to give, convey, or grant from or as if from a store. Also a way
to communicate the knowledge of disclose, imparted the scheme to no one.
Instructional Method. It is like teaching methods, often times a particular teaching
method will naturally flow into another, all within the same lesson, and excellent teachers have
developed the skills to make the process seamless to the students.
Podcast. It is a program as of music or talk made available in digital format or automatic
download over the internet.
Scrutiny. It is the way of searching study, inquiry, examine or inspect closely and
thoroughly.
Teacher- Centered Approach. It is one where activity in the class is centered on the
teacher. It is typical presentation- practice- production (PPP) lesson tends to be teacher centered,
as the teacher leads the activity and provides necessary information, usually in an open- class
arrangement.
Values Building. It is building a fair return or equivalent in goods, services, or money
for something exchanged. It is relative worth, utility, or importance, a good value at the price,
had nothing value to say, intrinsically and desirable.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the review and studies that are related to the new studies. The part
of the study presents different readings from published and unpublished thesis and online
sources made by the researcher. The researchers tried their best to give different literature from
different libraries. Based on the information gathered from different thesis and online sources
the following literary pieces are deemed connected to the research assumptions on Cooperative
Learning.
At the beginning of this study, Cooperative Learning brought to the researches mind
pictures of students working in groups with titles. Upon further research, however, the
researchers found Cooperative Learning to be much broader and how it is internalize with the
teacher-centered approach. According to (Silverstri, 2012) in a teacher-centered situation, the
teacher is able to direct learning and plan how the course should proceed. In this way, teachers
are able to guide the learning that is happening at the appropriate pace for students to be able to
acquire new knowledge adequately. Every course that is taught will have to be evaluated, and
if the learning is centered in the teacher teaching, the rate of learning will be apparent, and
testing can be executed at the appropriate times. Cooperative Learning not only focuses how
student collaborate with their peers, making ideas more profound but how the teacher itself
facilitate and incorporate this kind of learning approach. Believing Cooperative Learning more
progressive that learners acquire newly knowledge and teacher centered approach become more
balance with the internalization of Cooperative Learning approach.

However, does the effects of Cooperative Learning had deeper relation with regards of
the perception of the teachers? On how they look on the Cooperative Learning approach? Since
only teachers who adopt a positive attitude can promote and use it in their classes (Dweck,
2012). Several themes emerged during the study of Cooperative Learning literature: a more
clear and detailed definition of Cooperative Learning, Cooperative Learning in relation to
Academic Performance and character and values building, and variety of concerns for teachers
implementing Cooperative Learning.
Related Literatures
Foreign
Attitudes and teacher training in Cooperative Learning
(Johnson and Johnson, et al. 2012). Suggested it is important for teachers to know how
to implement Cooperative Learning in their subjects. Previous research concluded that teachers
who implemented cooperative methodology in their classes lacked of previous knowledge and
proper language patterns to fulfill its essential element: Individual responsibility which
focuses on the individual group member’s performance, which means each student individually
responsible for his or her own and other group member’s learning and every member is in
charge of the achievement of the group’s goal.
(Er and AksuAtaç, 2014), explained that the Positive interdependence as the dual
responsibility that the students are demanded in Cooperative Learning situations learn the
assigned material and ensure that every member of the group learns it.
(Bliss and Lawrence, 2009), stressed that Social skills are another essential factor in
Cooperative Learning because in order to achieve group goals, group members need to develop
not only target language but also social skills. Small group discussions provide higher levels of
peer to peer interaction, and more student participation
(Johnson and Johnson, 2012), said that the group processing in which the purpose is to
improve the effectiveness of the group work by analyzing the collaborative information of group
members’ performances in order to fulfill the final outcome Moreover, cooperative
methodology should be based with this essential elements. Thus, scientific literature presents
these and others as basic different basic elements of Cooperative Learning. With this elements,
Cooperative Learning methodology will be more comprehensive and well defined as time
passes by and the years to come.
(Oortwijn, et. Al, 2008) asserted that it has been well documented that teachers
sometimes incorporate Cooperative Learning in their classes spontaneously, without any
previous preparation, which always obstruct its successful implementation at any educational
level. A study on secondary education teachers revealed that the lack of interest and
organization were the reason why 60% of teachers did not consider Cooperative Learning more
efficient than traditional approaches . This perception could be related to the teachers' scarce or
ineffective teacher training in novel methodologies in their initial or in their professional
training. Trainings are seems to be an important factor towards Cooperative Learning
methodology as they use it frequently inside classroom setting.
Nevertheless, (Gillies and Khan, 2008) also found that the schools whose teachers had
already been trained to implement Cooperative Learning into their curricula, obtained better
results than those teachers had not been trained in this methodology. On the other hand,
(Hennessey and Dionigi, 2013) stressed that teachers who had previous training and knowledge,
managed to steer their student's objections towards a more positive attitude on Cooperative
Learning than teachers who lacked this training and/or knowledge. Student’s objections are
common with regards of Cooperative Learning as they demand more, stand on what is more
likely important and achieve only what is necessarily that result of less engaged truly on the
essence of working together.
Cooperative Learning and Gender
According to Jordan, Walker, and Hartling(cited by Er and Aksu Atac, 2014), said that
the Cooperative Learning with its relation to gender also one factor that matters on how men
and women are contrast with regards to their nature apparently hence how are they different in
perspective and concept. although men’s self-concepts are based more on separation and
autonomy, women are more rooted in connections and relatedness. Men like being in
competitive environments more as they perform better and tend to focus on achievement. On
the other hand, women avoid being in such competitive environment because they cannot
achieve better results. Exposure on the environment seems affect both women and men on how
they perceive in a sense one is more likely to fulfill success while other more likely focus on
attachment and on being connected within the society regardless of competitiveness.
Moreover, (Rodger, Murray and Cummings, 2007) asserted that ‘If women have more
positive attitudes than men toward cooperation and social interdependence, then it follows that
learning methods that allow for the development of trusting and interdependent relationships
among students and between students and teachers should be more effective for women than
for men. Thus where interdependence, cooperative attitudes, and desire for affiliation exist,
competitive teaching methods may not create the most effective learning environments for
women’. Interdependence as women perspective on how she look on it as positive way of
connection and as men perspective towards to a well perform to a competitive environment,
cooperative attitudes in a sense women are more likely to succeed because of a high positive
thinking and perspective within environment, and desire for affiliation to exist as women
show interrelation that leads to more better result and good outcome expectation. Positive
attitudes is one of most essential that creates more possible better outcome within cooperative
environment compare of being competitive to perform well towards achievement within an
competitive environment.
As Ellison and Boykin (cited by Er and Aksu Atac, 2014) found that university women
gained more success when Cooperative Learning was followed more than individualistic
learning. They also asserted that Cooperative Learning created more positive attitudes toward
the learning experience and more perceived ability. As we summarize that women are much
more than men since women had the ability to connect on what is really need and had a
relatedness characteristic that don’t need only to more focus on achievements but rather in
attachment and connections toward to a successful Cooperative Learning.
Does age matter?
According to (Joyce and Wilson, 2015), they specified that student evaluations help
professors consider changes such as teaching style, course content, and classroom policies in an
effort to help students learn and retain information. Thus, opportunity for reflection is perhaps
the most powerful benefit of evaluations. In addition, student evaluations provide rich
information about teaching performance, but a number of factors beyond teacher effectiveness
influence student evaluations.
Moreover, (Joyce and Wilson, 2015) conducted a study that examined the effects of
professor age on ratings of effectiveness and rapport as well as Academic Performance. It shows
that students reported a greater perceived rapport and attractiveness with the female relative to
the male professors and for younger versus older professors. However, it revealed that
interaction among female professors only, younger women were rated as more attractive than
comparison conditions. In addition, the students rated younger professor as more attractive and
warmer higher (higher rapport) than older professors.
According to (Lucăcel and Băban, 2014), they asked participants in their twenties about
perceptions on aging and found that the majority of people in their sample held a negative
perception of old age and the aging process. In addition, individuals under 35 years are less
likely to believe that older people can be as effective as younger workers.
Nevertheless, According to (Haider and Hussain 2014), assert that teaching experience
plays a more important role for student achievement. Many researches expressed that a teacher’s
years of experience positively relates to student learning gain. In addition, more teaching
experience thought to be more effective for student achievement.
As (Hanushek, Rivkin, and Kain, 2005) also supported this concept that “students taught by
experienced teachers perform better than students inexperienced teachers”. However they
explicated the influenced of teacher’s age on the academic achievement of students and it
revealed that students taught by teacher between the ages of 21 and 34 years achieved a higher
score than those of 49 years and about, while students taught by teachers between the ages of
36-48 years achieved a higher score than then those of 21-34 years and 49 years and above.
This result is in line.
Local
Relation of Cooperative Learning and Academic Performance
As (Slameto, Louis et. Al, 2014) stated student’s achievement are also often called a
specific statement of what will be known and can be done by the students, as a result of learning,
which is usually in the form of knowledge, skills, or attitudes. In that case, students are
becoming more active learners that contribute construction of knowledge towards a successful
achievement.
Meanwhile, (Arends, 2015) summarized the importance of Cooperative Learning. He
said it should be a part of every teacher’s repertoire. Careful development work and empirical
research have produced an approach that helps to promote greater tolerance for difference, teach
important social and group skills, and increase academic achievement. However, teacher should
be careful and should know the difficulties involved in implementing Cooperative Learning in
some settings. There is a greater possibilities of increasing Academic Performance when a
Cooperative Learning is mastered by the facilitator which is the teacher, thus Cooperative
Learning will be more clearly defined by the students on its importance as part of academic
achievement.
As from (Laguador, 2014), he stated also that multiple researches have shown that
Cooperative Learning strategies can be utilized to promote deeper understanding. Educators can
use various strategies of Cooperative Learning along with their instructional techniques to
enhance learning in a classroom. This will result in higher student achievement. Hence,
Academic Performance excellence occurs when there is great active participation of the student
in Cooperative Learning environment.
In addition, (Tanglao, 2010) assert that in order to create an environment in which
Cooperative Learning can take place, three things are necessary, first students need to feel safe
but also challenged, second groups need to be small enough that everyone can contribute. Third,
the task the students work together must be clearly defined. There is a big contribution coming
from within an environment, the way the student feel they are safe, close to one another and
guided by clear objectives of particular group. Also equal participation takes place in having
Cooperative Learning within the group.
According to (Kagans, 2009) define the components of equal participation and
simultaneous interaction to qualify a lesson as Cooperative Learning. Equal participation occurs
when the lesson is structured in a way that increases the active engagement of as many students
within the classroom at the same time. Simultaneous interaction increases student engagement
and participation while their academic achievement is progressing apparently.
Cooperative Learning as an Improvement Tool in terms of Character and Building Values
According to (Tanglao, 2010) explain that in Cooperative Learning, students work
together in a small group on a structured activity. They are individually accountable for their
work, and the work of the group as whole is also assessed. Cooperative groups work face-to-
face and learn to work as a team. In small groups, students can share strengths and also develop
their weaker skills. They develop their interpersonal skills. They learn to deal with conflict.
When cooperative groups are guided by clear objectives, students engage in numerous activities
that improve their understanding of subjects explored.

In addition, Salandan as cited by (Tanglao, 2010) stressed that under cooperative
conditions, individual pupils are rewarded for group success. A strong motivation of each
member of the group to complete an academic task is observed. Interdependent relationship is
strengthened and reinforced when group cooperation is rewarded. Group work develops
friendliness, willingness to assist, and the more worthwhile value caring and sharing.
Cooperation in groups promoted maximal generation and exchange of ideas in influencing one
another. At the same time tolerance and respect are promoted for pupil’s point of view.
Cooperative Learning groups exhibit less competitive behavior compared to whole-class
teaching classroom. The group members gain skills and collaboration through experience.
However, learning could be best acquired in a situation where students can easily adapt to the
atmosphere that encourages active participation and cooperation among members of the class.
According to Mauladin as cited by (Laguador, 2014) stated that it is important to provide a
method of learning about the good and the bad, what should and what should not be done when
one is in a shared living environment.
Related studies
Foreign
Teacher’s Perception of Cooperative Learning
From the study entitle “Teachers’ Reflection on Cooperative Learning: Issues of
implementation” by Robert M. Gillies and Micheal Boyle, questions were informed by previous
studies undertaken by (Baines, Blatchford, and Kutnick, 2008) and (Gillies and Boyle 2006)
that indicated that teachers did experience difficulties implementing Cooperative Learning.
Semi-structured interview was conducted and ten (10) teachers were asked to talk about their
use of Cooperative Learning, all concurred that they had had positive experiences, both for the
children and themselves. These included comments about the children getting to know each
other better, accepting their group roles, learning to interact with each other, being willing to
take some risks with their learning, and manage their time more effectively. In addition, the
benefits the teachers perceived that they derived from using Cooperative Learning included that
it helped teachers to better manage and structure their lessons and make them more challenging.
Furthermore, as a consequence of these positive experiences, the teachers observed that not only
did the children respond well to CL but the standard of the work generated was quite high.
Comments such as the following are typical of the responses the teachers made:
“They've really gotten to know each other much better than they did” (T2); “One of the best
things for me would be the way the kids get to know one another and relax a bit more . I like
Cooperative Learning because it gives a nice feel in the classroom and you can do a lot of stuff”
(T6); “They (the children) are more willing to take some risks and they are happier to make a
mistake. You can see them learning off each other” (T9);“I really find the most positive aspect
of it is my management side of things. The classroom tends to be a far happier and more
enjoyable place for the students to be” (T7); “I do lots of group work anyway, but I didn't
structure it very well and I now feel that I've got a much better idea of how to do that.” (T3);
and, “You've got your learning skills up to more challenging learning ideas in a group. And
that's been successful, there's no doubt about that”. (T4)“I think that the standard of work
produced is quite high” (T5); “I think I was probably pleasantly surprised at how much they
were able to put down in the activities and how much they got involved with it” (T8); and, “It
turned out a brilliant success” (T10).

However, those positive comment in the using in Cooperative Learning, it was also
important to explore the difficulties they had encountered with implementing it in their
classrooms because their perceptions may help us to understand why it is not implemented
widely or consistently (Baines et al., 2008). When asked specifically about the difficulties in
implementing CL, the teachers' comments covered points such as socializing; “(There's) usually
more socializing than working.” (T1), time management issues; “The time involved is
reasonably difficult” (T3) and, the organization required; “There's a lot of input from the teacher
required”; and, “There's a lot of work in finding suitable tasks, printing up roles, and finding
good resources.”. (T5).There is no doubt that CL requires careful preparation and
implementation because teachers need to ensure that the key elements for successful group work
are established. With this difficulties, the assurance of improving Cooperative Learning will be
prominent and strong enough as when teacher use it and they will be able to organize and
manage it well properly.
Students’ Attitude towards Using Cooperative Learning for Teaching Reading
Comprehension
According to the study of (Farzaneh and Nejadansari, 2014), they explicate that the aim
of this study was to investigate students’ attitude towards using cooperative language learning
techniques for reading instruction. Although cooperative methods are becoming more prevalent
in private language schools, there are few studies regarding evaluating the students’ attitude
towards using Cooperative Learning for instructing reading comprehension in Iranian context.
Evaluation of students’ attitude towards the cooperative language learning in this research
project was conducted using a survey questionnaire. Analysis of the quantitative questionnaire
results showed that the participants generally tend towards supporting the implementation of
cooperative strategies in teaching and learning reading comprehension.
In addition, (Farzaneh and Nejadansari, 2014) define the participant was composed of
54 intermediate EFL learners, 16 male and 38 female, attending Gouyesh Language School in
Gachsaran, agreed to take part in this research project. The participants had already been
instructed reading comprehension by the researcher using cooperative language learning
strategy called Jigsaw Procedure for a period of five weeks. To determine the views of the
learners towards cooperative strategies, the survey questionnaire was distributed among them
after they had received the treatment.
According to (Farzaneh and Nejadansari, 2014), the overall result specified that the
respondents generally tend towards supporting the implementation of cooperative strategies in
teaching and learning context.
In addition, (Farzaneh and Nejadansari, 2014) specified that the participants hold
generally a positive view of the implementation of cooperative strategies in teaching and
learning context. This is probably because when students work in groups they feel that they can
depend on others for help and this gives them the confidence to solve problems and enjoy
learning. Positive attitude towards cooperative approaches may indirectly change the learners’
attitude towards language learning and encourage their interest. Moreover, the findings of the
study explicate that it is necessary that teachers use Cooperative Learning approach side by side
with non-Cooperative Learning approaches. It is worth mentioning that successful
implementation of Cooperative Learning techniques requires structurally planned teaching and
learning activities. Also, it is recommended that this approach be employed for skills like
reading comprehension because Cooperative Learning collects suggestions and ideas from
different group members and contributes the concepts become easily clear.
Two Thailand Teachers Perceptions in Cooperative Learning
The teachers’ construction of different perceptions about the benefits of cooperative and
teacher roles can probably be best explained by Mrs. Supa having gained both theoretical and
practical insights from her experiences in the study. She clearly had developed an understanding
of the principles underlying the successful implementation of Cooperative Learning. By
contrast, Mrs. Malee had only begun to construct a principled understanding of Cooperative
Learning during the final few days of the study. This is reflected not only in her relatively
unsophisticated perceptions about the benefits of Cooperative Learning but also in her being
uncomfortable with the implementation of Cooperative Learning.
(Cohen, Brody and Sapon-Shevin,2005) have indicated that if teachers are
uncomfortable with Cooperative Learning, it is often because they have adopted a particular
technique without an understanding of the underlying principles.
The findings from this study have clear implications for future implementations of
professional development programs for Cooperative Learning in Thai primary schools. With
experienced, confident teachers such as Mrs. Supa who have used peer tutoring or other forms
of group work, short, intense teacher professional programs such as that utilized in this research
study are probably adequate. However, such intense professional programs about Cooperative
Learning are manifestly inadequate for Thai teachers like Mrs. Malee. That is, for Thai teachers
who are relatively inexperienced, lacking in confidence and with little or no experience with
group work strategies such as peer tutoring, alternative, less intense professional development
programs conducted over a period of a semester are needed.
In addition to being conducted over a longer period of time, the findings from this study
also indicate that the alternative teacher professional programs need to provide additional
workshops that focus on: Understanding of Cooperative Learning skills and the advantages of
Cooperative Learning ,reinforcing the importance of team roles to students, organizing
mathematical learning task and materials that: a. Enable all students to be able to realistically
contribute to the successful completion of task , b. are relevant and intrinsically interesting for
the students, c. Can be completed in the designated time. And also scaffolding not only
Cooperative Learning teamwork but also knowledge-building and classroom evaluation to
address both team performance and individual performance.
These additional workshops should be spread over the course of a semester. This would
provide the teachers more time to apply and collectively reflect on the important theoretical and
practical knowledge that underlies the principled application of Cooperative Learning in their
mathematics classrooms. Without this principled knowledge, it is doubtful that Thai primary
will be able enact learner-centered and learner-directed education in their classrooms.

Local
Effects of Cooperative Learning in Enhancing the Performance Level of Grade-10
Mathematics Students in Talavera National High School in the Philippines
The study was conducted at Talavera National High School (TNHS), in Talavera, Nueva
Ecijaby Analyn D. Gamit, Jacquiline A. Antolin, Arneil G. Gabrielduring the school year 2016-
2017. TNHS is located at Roxas Street, Pag-asa District, Talavera, Nueva Ecija near the
municipal hall of Talavera. It involved two sections of Grade 10 students who enrolled in Basic
Education Curriculum (BEC) and taught by the same teacher in morning session. This two (2)
combined classes of Grade 10 students at Talavera National High School for the School year
2016-2017 were chosen in this study in which those respondents belong to heterogeneous group
of classes. According to, (Gamit, Antolin and Gabriel, 2017) specified that mathematics is
considered by many students as a difficult academic subject. Thus, the said study focused on
the Cooperative Learning as a method to enhance level of performance of grade 10 mathematics
students in the Philippines. It looked into the method and how it influenced students’
performance. The study used quasi-experimental research method that involves the creation of
comparison groups—the experimental group and the control group, the following results are
generated: 1) the method positively improved the performance in mathematics of the control
and experimental groups; 2) while effectiveness assessment showed a highly effective result;
and 3) the application of the method showed a positive impact on the participants as shown by
their positive perception of the subject mathematics. In this design, one group is given the
treatments and the other receives no treatment over the same period of time but undergoes
exactly the same tests.The procedure of the study involved three phases: pre-assessment phase,
the experiment phase, and the post-assessment phase. The Pre-Assessment Phase consists
of a given pre-test on the Polynomial topics of Mathematics 10 in order to assess their level of
Academic Performance before the conduct of the study. The Experimental Phase is
characterized by the researcher using Cooperative Learning method to treat the group while the
control group was taught using the traditional method of teaching -lectures and discussion
method. The focus was on individual learning. The control group is the one that is not engage
in Cooperative Learning. The control group is treated using traditional lecture method with
individual assignments.
According to (Gamit, Antolin and Gabriel, 2017), the result shows those students’
negative attitudes toward mathematics in which this perception clearly affects the performance
of the students. The results show that the performance of the students have a better improvement
using Cooperative Learning method as teachers’ instructional strategy in teaching Mathematics.
Positively, through comparison of pre-test and post-test and the corresponding proficiency level
of experimental group, it is proven that Cooperative Learning method gave a big impact on the
part of the respondents. The result of post-test of experimental group reveals that even though
there is a difficulty on basic Mathematics skills of the respondents in addition and subtraction
of polynomials which is the part of division of polynomials, through group studying aided with
scaffolding learning materials, it unlocks those difficulties that makes them easy on how to
divide polynomials using long method of division. Furthermore, the experimental group shows
their enthusiasm in every group activities especially when there is a group game like Math relay.
Through these activities, teaching mathematics in this way boosts the confidence of every
respondent and makes the lesson more active than using traditional way of teaching.
Additionally, it is clearly manifested that learners are more comfortable in doing tasks with their
peers to lessen their stressful feelings on solving different problems and activities in
Mathematics. Based on the researcher’s observation group work activities are highly effective
in discovering the concepts of polynomials, as well as determining the number of terms, the
leading coefficient and the constant terms in polynomial through group conversation. As
summary, Cooperative Learning made a significant role in performance level of the respondents
of Grade-10 Mathematics Students in Talavera National High School in the Philippines which
with the help group activities, better improvement specifically attained after the intervention
happened.
Filipino ESL Learners’ Attitudes toward Cooperative Learning and Their Relationship
to Reading Comprehension
According to (Gonzales and Torres, 2015) study, it attempts to uncover possible findings
in the affective dimension through a 25-item survey questionnaire that quantitatively gauges the
Grade 8 Filipino ESL learners’ attitudes towards Cooperative Learning. In addition, the
effectiveness of the approach was further assessed by correlating the attitudes with reading
comprehension test scores in the study. Moreover, (Gonzales and Torres, 2015) explicate that
by adopting both quantitative and qualitative approaches, it was discovered that, despite certain
reservations, the Grade 8 learners had positive attitudes towards Cooperative Learning. Thus,
findings specify a very weak positive relationship between learner CL attitudes and reading
comprehension. In addition, (Valdez et al. 2015) discovered that Filipino learners preferred
lessons utilizing the cooperative approach because they became more engaged in their learning
and were more independent when it comes to pace and participation. Moreover, their study
revealed that Cooperative Learning methods motivated learners to become critical thinkers and
helped them to connect individual fragmented ideas.
According to (Gonzales and Torres, 2015), the selected respondents was composed of
68 through purposive sampling of Grade 8 students from Holy Spirit School. The respondents
were from two sections: one with 36 students and another with 32. Thirty-four of them were
male (50.00%) and 34 were female (50.00%) — with ages ranging between 12-15 years old.
All the respondents were enrolled in English classes that focus on language and Afro-Asian
literature for 50 minutes a day. As therefore concluded by (Gonzales and Torres, 2015), they
implemented the Cooperative Learning CIRC strategy activities over two teaching sessions over
three weeks. Utilizing a mixed-approach research design, the researchers discovered that
participants exhibited favorable attitudes towards the Cooperative Learning approach with
certain reservations, which tends to affirm the effectiveness of Cooperative Learning. The
students favored Cooperative Learning due to the small group size, ability of the activity to grab
their attention and make them participate, and the potential of the activity to help them better
understand the lesson. In addition, not only did Cooperative Learning appeal to the learners
because of the high-level participation and interaction, it also encouraged the learners to be
more sensitive to one another, make more effective decisions, and achieve more as a group
(Gonzales and Torres, 2015).
However, (Gonzales and Torres, 2015) identified a very weak relationship between
attitudes towards Cooperative Learning and reading comprehension, which suggests that a
better attitude towards Cooperative Learning does not equate to, or rather necessitate, better
reading comprehension performance of ESL learners. Nevertheless, (Gonzales and Torres,

2015) recommendation was to utilize the Cooperative Learning approach by the teacher since
learners responded favorably to the approach. In addition, they also recommend the Cooperative
Learning approach in teaching reading comprehension because it allows learners to thoroughly
process the information instead of just recalling the details and also encourages learners to
express their ideas, which was evidenced during observation.
Cooperative Learning in enhancing the speaking skills of students: A phenomenological
approach
According to (Lucena and San Jose, 2017) study, it determined if Cooperative Learning
is an effective approach to develop and enhance the speaking skills of students at Vicente Hizon
Sr. Elementary School, Bangoy District, Davao City. According to them that the participants of
this qualitative inquiry employing phenomenological approach will be the grade five students
of Vicente Hizon Sr. Elementary School and focus group discussion were utilized to get the
needed information. Purposive sampling was utilized since the main interest of the study is to
work with small samples to achieve an in-depth understanding of the phenomenon and create
rapport with the participants in order to obtain authentic in-depth information.
As a result of the study, (Lucena and San Jose, 2017), they revealed that through
Cooperative Learning, students interact and express themselves more to their peers or
classmates during the instructional episodes. The approach served also as venue for reluctant
and fearful students to share and impart their ideas and opinions regarding the concepts
discussed in the class. Thus, they were able to intensify their self-esteem because they knew
that they were accountable to the performance of the group in the class. In addition, they also
concluded that Cooperative Learning offers a proven and practical means of environment to
36
help students to master traditional skills and knowledge as well as develop the creative and
interactive skills in today’s society.
Synthesis
The aforesaid literatures and studies by foreign and local authors of Cooperative
Learning are considered substantial to the current study. The researchers understand the
perception of teachers in Cooperative Learning.
There are some concepts related in the study (Johnson and Johnson, et al 2012), (Er and
Aksu Atac, 2014), (Bliss and Lawrence, 2009), (Oortwijn, et al 2008), (Gillies and Khan 2008),
(Hennessey and Dionigi, 2013) provided the attitudes and teacher training in Cooperative
Learning such as individual responsibility and positive interdependence toward group goals
with social skills and group processing. Otherwise, (Gillies and Boyle, 2006), (Baines, et al
2008), (Farzaneh and Nejadansari, 2014), and (Cohen et. Al 2005), (Jordan et al as cited by Er
and Aksu Atac, 2014), (Rodger et al, 2007), (Ellison et al, as cited by Er and Aksu Atac, 2014),
( Joye and Wilson, 2015), (Lucăcel and Baban, 2014), (Haider and Hussain 2014) and
(Hanusheck et al, 2005) gave the study that emphasizes the age and gender connections toward
to a successful Cooperative Learning.
Moreover, (Slamento et al, 2014), (Arends, 2015), (Laguador, 2014), (Tanglao, 2010),
( Kagans, 2009) that expose the relation of Cooperative Learning and Academic Performance.
(Tanglao, 2010), (Salandanan,as cited by Tanglao, 2010), (Mauladin as cited by Laguador,
2014), (Gamit, Antolin, Gabriel, 2017), (Gonzales and Torres, 2015), and (Lucena and San Jose,
2017) stated the Cooperative Learning as an improvement tool in terms of character and
building values.
37
Therefore the researchers find a very important will be added from related studies and
literature mentioned which can be a guide a support on the current study, since the study is
related to the perception of teachers in the Cooperative Learning.

CHAPTER 3
RESEARCH METHOD AND PROCEDURES
This chapter presents and discusses the procedures used. It includes research design,
respondents of the study, research instrument, data gathering procedure and statistical treatment
of data.
Research Design
This study aimed to know the perception of secondary teachers on the effects of
Cooperative Learning from secondary teachers. To attain the cited purpose, both qualitative and
quantitative methods of research were utilized on the study.
As per qualitative method of research which is primarily exploratory research. It will be
used to gain an understanding of underlying reasons, opinions, and motivations on the effects
of Cooperative Learning among Academic Performance of the students. Moreover, it will help
the study to uncover opinions and strive into deeper understanding of the problem. However,
quantitative method of research used to quantify problem by way of generating numerical data
or data that can be transformed into usable statistics. It will also support the study through the
form of survey investigation and statistical computation of data.
Respondents of the Study
The respondents of the study were the selected 20 Secondary Teachers of Tanauan City
Integrated High School, 20 Secondary Teachers of Tinurik National High School and 20
Secondary Teachers of Natatas National High School. The researchers used simple random
sampling and the first twenty respondents picked served as the respondents of the study.
This (60) teachers undergone in answering questionnaires to fulfill all the data that researchers
needed.
Table 1 presents the number of respondents in selected public schools in Tanauan.
Table 1
SCHOOL NUMBER OF TEACHERS
TANAUAN CITY INTEGRATED HIGH 20

SCHOOL
TINURIK NATIONAL HIGH SCHOOL 20
NATATAS NATIONAL HIGH SCHOOL 20
TOTAL 60
Research Instrument
The researchers made use of survey questionnaire which contained items that is
designed to collect information of data that is necessary in evaluating the perception of
secondary teachers on the effects of Cooperative Learning. The items on the said survey
questionnaire includes respondent’s profile, perception on the effects of Cooperative Learning
checklist, current teaching practices and an interview guide questions. The items which is
included on the said questionnaire was based on the following studies: perceived extent of
implementation and effectiveness of Cooperative Learning among Mathematics teachers (
Marasigan, 2016 ), investigation of Cooperative Learning and collaborative testing in grades 4-
8 ( Ferraro, 2015) and format was adapted from the questionnaire of CLIQ from Centre for the
study of learning and performance.

Survey Questionnaire. The questionnaire was the major instrument used in gathering
data. It is divided four parts: First, the profile of the respondents in terms of age, gender. Second
is the perception of the respondents on the effects of Cooperative Learning. Based on the
personal assessment of the respondents indicate the response scale by putting check in the
questionnaire which includes: Strongly Agree, Agree, Disagree, Strongly Disagree. Lastly,
the interview guide questions which include general questions and Cooperative Learning
questions that will support the qualitative method of research of the study.
Construction. The researchers conducted through research both online and from
published and unpublished materials relevant to the topic. Nova Schola Tanauan Library,
Kolehiyo ng Lungsod ng Lipa and Philippine Normal University Library was visited by the
researchers in order to get in-depth information which served as basis or support to the study.
The copy of the draft was presented to the adviser for comments, suggestions, and
recommendations.
Validation. The validation of the instrument was done by asking first, the adviser and
some of the professor that served as the validators who has a wide knowledge about the problem
at hand to validate the questionnaire. They gave comments which served as basis in revising the
questionnaire. The validators of the instrument namely: Mrs. Maria Celita De Leon who is a
Principal III, a 3rd District Congressional Chairman, Mrs.Katrina Celine T. Obligar who is a
Career Guidance and Counselling Instructor at Nova Schola Tanauan, a MAEd in Guidance and
Counselling and Ms.Rizalyn Bolinado who is an Action Research Coordinator, with the help
of, Ms. Kristine Araño, a MAEd and thesis adviser. The comments and suggestions of the
experts to the questionnaire was highly appreciated and followed by the researchers.
Data Gathering Procedure
A letter of request was sent to the Division Office of Tanauan City to inform the
researchers will be conducting a research among selected public schools in Tanauan. When the
letter was approved by the Division Superintendent, we made the letter for the School Principal
in selected public schools in Tanauan City to ask the permission to conduct the interview and
dissemination of the questionnaires. An appointment set for two weeks and gather all necessary
data. The researchers also went to the following places to gather data, Philippine Normal
University Library, Kolehiyo ng Lungsod ng Lipa Library and Nova Schola Tanauan Library.
Statistical Treatment of Data
In order to arrive at the needed analysis and interpretation of the problems in this study the
following statistical tools were applied:
1. Frequency Count and Percentage: These tools were applied to determine the
demographic profile of the teacher-respondents.
Formula:
∑f
𝑃ercentage = x 100
n
where:
f = frequency
n = total number of cases
Ʃ = summation
2. Weighted Mean- This tool was applied to determine the perceptions of the teachers on
the effects of Cooperative Learning and the utilization of the Cooperative Learning in
teaching.
Formula:
f1 x1+f2 x2 +⋯+fn xn
WM =
N
where:
WM = weighted mean
f = frequency
x = variable
n = total number of cases
N = population of respondent
The perceived effects of Cooperative Learning on student’s Academic Performance
and character values building could be interpreted by using a range of values as below:
Table A
Range Verbal Interpretation
4.51- 5.50 Strongly Agree
3.51 -4.50 Agree
2.51- 3.50 Neutral
1.51- 2.50 Disagree
0- 1.50 Strongly Disagree
Range of Perceived Effects of Cooperative Learning
The level of utilization of the Cooperative Learning in teaching could be interpreted by
using a range of values as below:

Table B
Range Verbal Interpretation
3.50- 4.49 Very Much Utilized
2.50- 3.49 Utilized
1.50- 2.49 Moderately Utilized
1.00- 1.49 Never Utilized
Range Level of Utilization of Cooperative Learning
3. Chi Square- This statistical tool was used to determine if there is a significant
relationship between the demographic profile and the perceptions of the teachers on the
effects of Cooperative Learning.
Formula :
(𝑂 − 𝐸)2
𝑥2 = ∑
𝐸
where:
x 2 = chi square obtained
∑ = summation
O = observed score
E = expected score
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The data gathered by the researcher are presented in this chapter together with the
analysis of the same based on the questions provided in the research questions. Furthermore,
the interpretation of the analyzed data is included in this chapter.
The researcher analyzed the perception of secondary teachers on the effects of
Cooperative Learning among selected public schools in Tanauan.
1.1 The demographic profile of the respondents in terms of age.
Table 1.1
Profile of the Teacher-Respondents in Terms of Age
AGE
Indicators Frequency Percentage Rank
51 yrs. old and
above 3 5.00 4
41-50 yrs. Old 9 15.00 3
31- 40 yrs. Old 22 36.67 2
21-30 yrs. Old 26 43.33 1
20 yrs. old and
below 0 0.00 5
TOTAL 60 100
Majority of the teachers were 21 – 30 years old as indicated by the frequency count of
26 or 43.33 percent followed by 31 – 40 years old with frequency count of 22 or 36.67 percent
and 9 or 15.00 percent, respectively. The least group belongs to 51 years old and above with
only three respondent or 5.00 percent.

It means that majority of the teacher-respondents are at the middle age who answer the
following statement on the questionnaire. As (Lucacel & Baban, 2014) asked the participants
in their twenties about perception on aging and found that the majority of people in their sample
held a negative perception on old age and the aging process. In addition, individuals under 35
years are less likely to believe that older people can be as effective as younger workers.
1.2 The demographic profile of the teacher-respondents in terms of gender.
Table 1.2
Profile of the Teacher-Respondents in Terms of Gender
GENDER
Indicators Frequency Percentage Rank
Female 39 65.00 1
Male 21 35.00 2
TOTAL 60 100
Majority of the teacher were female as indicated by the frequency count of 39 or 65.00
percent followed by male as indicated by the frequency count of 21 or 35.00 percent. It means
that most of the respondents were female in the selected public schools and males were less
than the frequency of the female respondents.
According to Jordan, Walker, and Hartlindng (cited by Er and Aksu Atac, 2014), said
that the Cooperative Learning with its relation to gender also one factor that matters on how
men and women are contrast with regards to their nature apparently hence how are they different
in perspective and concept. Although men’s self-concepts are based more on separation and
autonomy, women are more rooted in connections and relatedness.

1.3 The demographic profile of the teacher-respondents in terms of educational attainment.
Table 1.3
Profile of the Teacher-Respondents in Terms of Educational Attainment
EDUCATIONAL ATTAINMENT
Indicator Frequency Percentage Rank
Bachelor’s Degree 36 60.00 1
Bachelor’s Degree
with MA units 12 20.00 2
Masteral Graduate 5 8.33 3
Masteral Graduate
with Doctoral Units 4 6.67 4
Doctoral Graduate 3 5.00 5
TOTAL 60 100
Majority of the teacher were Bachelor’s Degree as indicated by the frequency count of
36 or 60.00 percent followed by bachelor’s degree with MA units with frequency count of 12
or 20.00 percent. Masteral Graduate as indicated by the frequency count of 5 or 8.33 percent
followed by the Masteral Graduate with Doctoral Units with the frequency count of 4 or 6.67
percent. The least group belongs to Doctoral Graduate with the frequency count of 3 or 5.00
percent.
It means that most of the teacher-respondents were a bachelor’s degree holder as
followed by respondents with the bachelor’s degree with MA units. Moreover, Oortwijn, et.
Al,( 2008) asserted that it has been well documented that teachers sometimes incorporate
Cooperative Learning in their classes spontaneously, without any previous preparation, which
always obstruct its successful implementation at any educational level. A study on secondary
education teachers revealed that the lack of interest and organization were the reason why 60%
of teachers did not consider Cooperative Learning more efficient than traditional approaches.
This perception could be related to the teachers' scarce or ineffective teacher training in
novel methodologies in their initial or in their professional training. Trainings are seems to be
an important factor towards Cooperative Learning methodology as they use it frequently inside
classroom setting.
Nevertheless, (Gillies and Khan, 2008) also found that the schools whose teachers had
already been trained to implement Cooperative Learning into their curricula, obtained better
results than those teachers had not been trained in this methodology.
1.4 The demographic profile of the teacher-respondents in terms of educational attainment.
Table 1.4
Profile of the Teacher-Respondents in Terms of Length of Service
LENGTH OF SERVICE
Indicator Frequency Percentage Rank
26 years old and
above 5 8.33 6
21-25 years old 6 10.00 5
16-20 years old 10 16.67 3
11-15 years old 12 20.00 2
6-10 years old 18 30.00 1
0-5 years old 9 15.00 4
TOTAL 60 100
Majority of the teacher were 6 – 10 years in service as indicated by the frequency count
of 18 or 30.00 percent followed by 11 – 15 years in service and 16 – 20 years in service with
frequency count of 12 or 20.00 percent and 10 or 16.67 percent, respectively. In addition, those
0-5 years in service with the frequency count of 9 or 15.00 percent and 21 – 25 years in service
with the frequency count of 6 or 10.00 percent. The least group belongs to 26 years and above
with only frequency count of 5 or 8.33 percent.
Moreover, (Haider and Hussain 2014) assert that teaching experience plays a more
important role for student achievement. Many researches expressed that a teacher’s years of
experience positively relates to student learning gain. In addition, more teaching experience
thought to be more effective for student achievement.
2.1 Perception of teachers on the effects of Cooperative Learning among secondary students in
terms of Academic Performance.

Table 2.1
Perceived Effects of Cooperative Learning by the Teachers among Secondary Students
in terms of Academic Performance
ACADEMIC PERFORMANCE
Weighte Verbal
Indicators d Mean Interpretation Rank
1. Believes that cooperative learning is an effective Strongly
instructional technique in most content areas. 4.35 8.5
Agree
2. Believes that cooperative learning increases Strongly
4.65 5
student participation in learning activities. Agree
3. Believes that cooperative learning improves

4.78 Strongly 4
student communication and decision-making skills.
Agree
4. Believes that cooperative learning encourages
and improves the performance of high ability 4.52 Strongly 7
students. Agree
and improves the performance of average ability 4.87 Strongly 3
students. Agree
and improves the performance of low ability 4.89 Strongly 1.5
students. Agree
7. Believes that using cooperative learning is an Strongly

efficient teaching technique. 4.53 6
Agree
8. Believes that using cooperative learning helps 4.21 Strongly 10
the student understand the lesson well. Agree
9. Helps the students develop better Strongly
4.35 8.5
communication skills in cooperative learning Agree
10. Helps the students develop range of Strongly
4.89 1.5
intelligence in cooperative learning. Agree
General Assessment 4.60 Strongly Agree
The respondents perceived that the teacher believes that Cooperative Learning
encourages and improves the performance of low ability students and helps the students develop
range of intelligence in Cooperative Learning which obtained a total weighted mean score of
4.89 with strongly agree verbal interpretation on rank number 1.5 followed by the statement
with the verbal interpretation strongly agree that teacher believes that Cooperative Learning
encourages and improves performance of average ability students with computed weighted
mean score of 4.87 on rank number 3. Moreover, the teacher believes that Cooperative Learning
improves student communication and decision-making skills and increases student participation
in learning activities with the verbal interpretation strongly agree which obtained a total
weighted mean score of 4.78 and 4.65 on rank number 4 and 5, respectively.
Furthermore, the teachers believes that using Cooperative Learning is an efficient
teaching technique and encourages and improves the performance of high ability students which
obtained a total weighted mean score of 4.53 and 4.52 on rank number 6 and 7 with strongly
agree verbal interpretation. The teacher believes that Cooperative Learning is an effective
instructional technique in most content areas and helps the students develop better
communication skills in Cooperative Learning which obtained a total weighted mean score of
4.35 on rank number 8.5 with verbal interpretation strongly agree.
Consequently, the teacher believes that using Cooperative Learning helps the student
understand the lesson well which obtained a total weighted mean score of 4.21 with verbal
interpretation strongly agree on rank number 10.

The total composite mean score or general assessment of 4.60 implies that the teachers’
perceived higher effects of Cooperative Learning among secondary students in terms of
Academic Performance with the verbal interpretation strongly agree.
As (Slameto, Louis et. Al, 2014) stated student’s achievement are also often called a
specific statement of what will be known and can be done by the students, as a result of learning,
which is usually in the form of knowledge, skills, or attitudes. In that case, students are
becoming more active learners that contribute construction of knowledge towards a successful
achievement. In addition, (Laguador, 2014), he stated also that multiple researches have shown
that Cooperative Learning strategies can be utilized to promote deeper understanding. Educators
can use various strategies of Cooperative Learning along with their instructional techniques to
enhance learning in a classroom. This will result in higher student achievement. Hence,
Academic Performance excellence occurs when there is great active participation of the student
in Cooperative Learning environment.
2.2 Perceptions of teachers on the effects of Cooperative Learning among secondary students
in terms of character and values building.

Table 2.2
Perceived Effects of Cooperative Learning by the Teachers among Secondary Students
in terms of Character and Values Building
CHARACTER AND VALUES BUILDING

Weighted Verbal
Indicators Mean Interpretation Rank
1. Improves the attitude of the students
4.35 8.5
with Cooperative Learning Strongly Agree
2. Helps the students to socialize more
4.65 5
with Cooperative Learning Strongly Agree
3. Builds good working relationship
among students with Cooperative
4.78 4
Learning. Strongly Agree
4. Builds values by sharing their
experiences and ideas with Cooperative
4.52 7
Learning. Strongly Agree
5. Increases students’ motivation in doing
classroom activities with Cooperative
4.87 3
Learning Strongly Agree
6. Facilitate student’s creativity in the
group setting. 4.88 2
Strongly Agree
7. Sees that the students became more
participative when Cooperative Learning
4.53 6
is used. Strongly Agree
8. Increases students’ willingness when
4.21 10
involved in group activity. Strongly Agree
9. Fosters rapport among the group
4.35 8.5
members using Cooperative Learning. Strongly Agree
10. Involve the students in a group and
they became more responsible and
4.89 1
accountable. Strongly Agree
General Assessment 4.60 Strongly Agree
The respondents perceived that the Cooperative Learning encourages and improves the
character and values of the students and helps develop range of character building in
Cooperative Learning which obtained a total weighted mean score of 4.89 with strongly agree
verbal interpretation on rank 1 followed by the statement with the verbal interpretation strongly
agree that teacher believes that Cooperative Learning encourages and improves character
building of average ability students with computed weighted mean score of 4.88 on rank number
2. Moreover, the teacher believes that Cooperative Learning improves students’ motivation in
doing classroom activities and builds a good working relationship among students with the
verbal interpretation strongly agree which obtain a total weighted mean score of 4.87 and 4.78
on rank 3 and 4, respectively.
Furthermore, the teachers believes that Cooperative Learning is an efficient teaching
technique that encourages and improves the social skills and became more participative of high
ability students which obtained a total weighted mean score of 4.65 and 4.53 on rank number 5
and 6 with strongly agree verbal interpretation. The teacher believes that Cooperative Learning
improves the attitude, sharing the ideas and foster rapport among the group which obtained a
total weighted mean score of 4.52 and 4.35 on rank number 7 and 8.5 with verbal interpretation
strongly agree.
Consequently, the teacher believes that using Cooperative Learning increases the
students’ willingness when involved in group activity which obtained a total weighted mean
score of 4.21 with verbal interpretation strongly agree on rank number 10.
The total composite mean score or general assessment of 4.60 implies that the teachers
perceived higher effects of Cooperative Learning among secondary students in terms of
character and values building with the verbal interpretation strongly agree.
Bliss and Lawrence, (2009), stressed that Social skills are another essential
factor in Cooperative Learning because in order to achieve group goals, group members need
to develop not only target language but also social skills. Small group discussions provide
higher levels of peer to peer interaction, and more student participation. In addition, Salandan
as cited by (Tanglao, 2010) stressed that under cooperative conditions, individual pupils are
rewarded for group success. A strong motivation of each member of the group to complete an
academic task is observed. Interdependent relationship is strengthened and reinforced when
group cooperation is rewarded. Group work develops friendliness, willingness to assist, and the
more worthwhile value caring and sharing.
3. Presents the level of utilization of teachers in in the used Cooperative Learning in teaching.
Table 3
Utilization of Cooperative Learning in Teaching
UTILIZATION OF COOPERATIVE LEARNING IN TEACHING

Weighted
Indicators Verbal Interpretation Rank
Mean
1. Be more consistent to the
teaching philosophy. 3.86 Very Much Utilized 7
2. Create many disciplinary
problems among students. 3.87 Very Much Utilized 5
3. Builds good working
relationship among students 3.81 Very Much Utilized 8
4. Builds values by sharing their
experiences and ideas 3.87 Very Much Utilized 5
5. Increase students’ motivation
in doing classroom activities. 3.92 Very Much Utilized 2.5
6. Facilitate student’s creativity
in the group setting. 3.93 Very Much Utilized 0
7. See that the students became
more participative when
Cooperative Learning is used. 3.87 Very Much Utilized 5
8. Increase students’ willingness
when involved in group activity. 3.79 Very Much Utilized 9
9. Foster rapport among the
group members using
Cooperative Learning. 3.74 Very Much Utilized 10
10. Involve the students in a
group and they became more
responsible and accountable. 3.92 Very Much Utilized 2.5
General Assessment 3.86 Very Much Utilized
The respondents perceived that the teacher facilitate students’ creativity in the group
setting which obtained a total weighted mean score of 3.93 with very much utilized verbal
interpretation on rank number 0.
Moreover, teachers encourages everyone to involve the students in a group and they
became more responsible and accountable, to increase the students’ motivation in doing group
activities which obtained a total weighted mean score of 3.92 on rank number 2.5 with very
much utilized verbal interpretation followed by the students became more participative and
builds values with Cooperative Learning which obtained total weighted mean score of 3.87 with
very much utilized verbal interpretation on rank number 5.
Consequently, teachers used Cooperative Learning to be more consistent to the
teaching philosophy which obtained a total weighted mean score of 3.86 on rank number 7 with
very much utilized verbal interpretation followed by Cooperative Learning to builds good
working relationship among students which obtained a total weighted mean score of 3.81 with
very much utilized on rank number 8.
Teachers used Cooperative Learning to increase students’ willingness when involved
in group activity which obtained a total weighted mean score of 3.79 with very much utilized
while the teachers used Cooperative Learning to foster rapport among the group members using
Cooperative Learning has the least total weighted mean score of 3.74 with very much utilized
on the rank of 9 and 10, respectively.
According to (Tanglao, 2010) explain that in Cooperative Learning, students work
together in a small group on a structured activity. They are individually accountable for their
work, and the work of the group as whole is also assessed. Cooperative groups work face-to-
face and learn to work as a team. In small groups, students can share strengths and also develop
their weaker skills. They develop their interpersonal skills. They learn to deal with conflict.
When cooperative groups are guided by clear objectives, students engage in numerous activities
that improve their understanding of subjects explored. In addition, (Er and Aksu Ataç, 2014),
explained that the Positive interdependence as the dual responsibility that the students are
demanded in Cooperative Learning situations learn the assigned material and ensure that every
member of the group learns it.
4. Presents the significant Relationship between the Demographic Profile and Perceptions of
the Teachers on the Effects of Cooperative Learning.
Table 4
Relationship between the Demographic Profile and Perceptions of the Teachers on the
Effects of Cooperative Learning
Chi Square
Variations df α Remarks Decision
Tabular Computed
Profile vs
Academic 18 0.05 28.87 32.07 Significant Reject Ho
Performance
Profile vs
Character and 18 0.05 28.87 67.50 Significant Reject Ho
Values Building
This table unleashes the relationship between the demographic profile and perceptions
of the teachers on the effects of Cooperative Learning
On demographic profile vs Academic Performance, the computed 𝑥 2 value of value of
32.069 is greater than the tabular 𝑥 2 value of 28.869 at 5% level of significance, therefore the
null hypothesis is rejected.
On demographic profile vs character and values building, the computed 𝑥 2 value of
67.504 is greater than the tabular 𝑥 2 value of 28.869 at 5% level of significance, therefore the
null hypothesis is rejected.

Based on the gathered data of the researches, the findings revealed that there is no
significance relationship between the demographic profile of the respondents in terms of; age,
gender, educational attainment, and length of service. Thus, it implies that the variable on the
utilization of Cooperative Learning in teaching are factor to achieve the higher level of student’s
Academic Performance and improve student’s character and building values. However, (Slavin
2011) said that Cooperative Learning compromises “instructional methods in which teachers
organize students into small groups, which then work together to help one another learn
academic content”. As teachers may develop and improve their instructional method, strategy
and approach in terms of using Cooperative Learning to catch the attentions of every students
during utilization of Cooperative Learning. As (Arends, 2015) summarized the importance of
Cooperative Learning. He said it should be a part of every teacher’s repertoire. Careful
development work and empirical research have produced an approach that helps to promote
greater tolerance for difference, teach important social and group skills, and increase academic
achievement.
Discussion
An interview was conducted in selected public schools namely Tanauan City Integrated
High School, Natatas National High School and Tinurik National High School. The result
revealed the summarization of the common answer found on the interview guide and different
perception of the respondents. Based on the perception of the respondents toward the effects of
Cooperative Learning in terms of Academic Performance and character and building values,
and ways does the Cooperative Learning assist them effectively to achieve the learning
objectives.
From Tanauan City Integrated High School, comments such as the following are
typical responses the teacher’s made in terms of Academic Performance: “Using Cooperative
Learning the students participates and improves their performances in communication skills.’’
(Respondent A); “It improves student’s performance and attitude towards
learning.”(Respondent B); “Increase student’s participation and performance.”(Respondent
C); “It improves the Academic Performance of the learners because of sharing of ideas and
knowledge among their peers.”(Respondent D); “Cooperative Learning may be effective if the
teacher who uses this approach knows how to apply it.”(Respondent E). However, in terms of
character and building values: “Cooperative Learning build good learning relationship with
the other learners.”(Respondents A); “It helps student to develop teamwork and sense of
responsibility.”(Respondent B); “Build a good working relationship among
students.”(Respondents C); “Cooperative Learning builds strong rapport among students. It
improves the attitude social skills and character of a child.”(Respondent D); “This approach
utilizes group interaction, therefore students may learn how to interact with each
other.”(Respondent E). As the respondents summarize that Cooperative Learning improves
performance of the students, as effective depend on teacher’s utilization and build unity and
team work responsibility within the group, the social skills develop and nurture within the
Cooperative Learning. Meanwhile, (Larson, 2012) assert the Cooperative Learning is the
interaction and cooperation among group members that leads to gain more academic and social
competencies than working as an individual. It is the ability of the students to promote learning
using critical thinking in which they can solved practical problem refers to those problems
which are related to factual knowledge.

From Tinurik National High School, comments such as the following are typical
responses the teacher’s made in terms of Academic Performance: “Resulting to better and
creative outcome output.”(Respondent A); “Collaboration of ideas are way to improve the
teaching learning process.”(Respondent B); “Cooperative Learning can improve the
performance of students “cooperation” really exists.”(Respondent C); “Those students with
low performance/ability tend to rely to the average performing students. They became
lazier/dependent to the work of others.”(Respondent D); “It will improved the student’s
Academic Performance through Cooperative Learning due to student will be able to think a lot
about new ideas.”(Respondent E). However, in terms of character and building values:
“Sometimes Cooperative Learning has negative effect which is, it makes others dependent from
others.”(Respondent A); “Two heads are better than one. Agreement of positive and
constructive criticism build how a value attach a students’ attitude.”(Respondent B); “It is good
for giving the students to know each other. But if most of the members do not cooperate with
the group, other members will suffer.”(Respondent C); “Average performing students tend to
complain because most of group works are done by them.”(Respondent D); “It provides
students cooperation/participation and values through socialization.”(Respondent E). As the
respondents summarize that Cooperative Learning helps diverse students like average and low
level to be better, collaborate with their peers to be well and have creative outcome. In character
building values it summarize Cooperative Learning has negative effect that sometimes makes
other became dependent but on the positive side, it provides values and participation through
socialization within Cooperative Learning. As (Slavin, 2011) stressed that in the process,
students must be responsible for their own learning and for the success of other group members
learning. If one is responsible as part of the group then process of a specific task makes the
group easier, active and participative. The success of the group activity depends on how student
learn to be responsible and how they deal with their own learning.
From Natatas National High School, comments such as the following are typical
responses the teacher’s made in terms of Academic Performance: “Student perform well when
they do Cooperative Learning.”(Respondent A); “Through Cooperative Learning, students can
ask for help to their classmates in the areas they are having difficulty.”(Respondent B); “The
effects of Cooperative Learning in our students in terms of Academic Performance is the
communication skills of our learners will develop more better and become cooperative in all
learning activities.”(Respondent C); “Cooperative Learning enable the students to have a great
Academic Performance since they are not working alone.”(Respondent D); “Improves
Academic Performance.”(Respondent E). However, in terms of character and building
values: “Students learn the values of teamwork and cooperation though group activity. They
also become more responsible on tasks assigned them.”(Respondent A); “Students develop
camaraderie through Cooperative Learning.”(Respondent B); “ The effects of Cooperative
Learning in our students in terms of character and values building, it helps the student to
socialize responsibly and build teamwork among students.”(Respondent C); “Since they are
working with other people having a unique personality they are able to absorb and compare
their own character and values with others.”(Respondent D); “Build support among students
to be more responsible youth.”(Respondent E). As the respondents summarize that
Cooperative Learning as way of asking help for their peers towards a great Academic
Performance and develop communication skills. In character and building values highlights
being responsible and having reflection on themselves as they go through Cooperative Learning
what needs to be improve. As (Johnson and Johnson, 2009) said that when group accountability
and individual accountability exist in the group, the responsibility forces increase. The force
that makes students to accomplished the given task because of being responsible, openness to
accept with the given assist task and allow members of the group to conduct accountability.
As overall summarization on what ways that Cooperative Learning effectively assist
them in achieving learning objectives. Comments such as the following are typical that teacher’s
made: “The more ideas the more possible learning.”, “Cooperative Learning helps the student
achieve the objectives of the lesson since learning becomes meaningful when learners work in
group.”, “It easy to evaluate student’s performance by group or individual.”, and “this helps in
eliciting information from the students thus addressing some difficulty or misperceive
information.” The other teacher help them to determine the strength and weaknesses of the
students especially with those who are in low level ability students. It makes them know what
teaching strategy can be used effectively and give students motivation: “It helps me to motivate
students to participate in our class and they enjoy working with their classmates and friends.”,
Cooperative Learning helps me in determining the strength and weaknesses of the student and
know what teaching strategy can use effectively”, Cooperative Learning helps the other slow
learners to cope up and understand the lesson easily through the help of fast learners.” and
“Increase student participation in all learning activities, especially low ability students.”
However, Cooperative Learning give a positive impact to other teacher as respondents:
“Two heads are better than one. Agreement of positive and constructive criticism build on how
a value attach a student’s attitude.”, “Cooperative Learning can help me to guide those students
who cannot “catch up” easily and from their classmates they can understand the lesson.”, “It
lessens the lecture time of teachers. Students explore and discover knowledge and skills with
minimal discussion but with clear and understandable instruction”. In support from the study
entitle “Teachers’ Reflection on Cooperative Learning: Issues of implementation” by Robert
M. Gillies and Michael Boyle, questions were informed by previous studies undertaken by
Baines, Blatchford, and Kutnick (2008) and Gillies (2008) and Gillies and Boyle (2006) that
indicated that teachers did experience difficulties implementing Cooperative Learning. Semi-
structured interview was conducted and ten (10) teachers were asked to talk about their use of
Cooperative Learning, all concurred that they had had positive experiences, both for the children
and themselves. These included comments about the children getting to know each other better,
accepting their group roles, learning to interact with each other, being willing to take some risks
with their learning, and manage their time more effectively. In addition, the benefits the teachers
perceived that they derived from using Cooperative Learning included that it helped teachers to
better manage and structure their lessons and make them more challenging. Furthermore, as a
consequence of these positive experiences, the teachers observed that not only did the children
respond well to CL but the standard of the work generated was quite high.
5. Presents the result of the study and work plan regarding the improvement of using
Cooperative Learning that may improve teachers’ perception in terms of Academic
Performance and Character Values Building.

Table 5
Work plan Regarding the Improvement of Using Cooperative Learning That May
Improve Teachers’ Perception In Terms Of Academic Performance and Character and
Values Building
Key Areas Activities Objectives People Time of Expected

Involved Implementation Output
Academic Seminar To impart Secondary Semestral Break Complete

Performance and knowledge Teachers and Vacations Innovatively in
workshop on Use of CL in
about the “ educators Teaching
Use of CL on how to Educators that
Approach” innovatively can effectively
and hone students’
effectively skills in group
use the learnings.
cooperative
learning
approach.
Character Symposium To develop Curriculum Semestral Break More

and Values and better Developers and Vacations developed
Building workshop curriculum and High curriculum that
about the “ and lessons School will result to
Use of CL that will Teachers knowledgeable
Approach” highlight and skillful
and teachers.
improve
teacher
skills in CL
approach.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This current researcher after analyzing data that have been gathered provided the
interpretation of the same. After summarizing the result of the study, drew conclusions and gave
the appropriate recommendations based on the former. The researchers used descriptive method
wherein they used survey questionnaire under quantitative method and interview guide for
qualitative method. The respondents of the researchers are: twenty (20) secondary teachers from
Tinurik National High School, twenty (20) secondary teachers from Natatas National High
School and twenty (20) secondary teachers from Tanauan City Integrated High School.
Findings:
1. What is the demographic profile of the respondents in terms of ;
1.1 Age
As a result, individuals under 35 years are less likely to believe that older people can
be effective as younger workers. Majority of the teachers were 21 – 30 years old as indicated
by the frequency count of 26 or 43.33 percent followed by 31 – 40 years old with frequency
count of 22 or 36.67 percent and 9 or 15.00 percent, respectively.
1.2 Gender
Majority of the teacher were female as indicated by the frequency count of 39 or 65.00
percent followed by male as indicated by the frequency count of 21 or 35.00 percent. It means
that most of the respondents were female in the selected public schools and males were less
than the frequency of the female respondents. its relation to gender also one factor that matters
on how men and women are contrast with regards to their nature apparently hence how are they
different in perspective and concept. Although men’s self-concepts are based more on
separation and autonomy, women are more rooted in connections and relatedness.
1.3 Educational Attainment
Majority of the teacher were Bachelor’s Degree as indicated by the frequency count of
36 or 60.00 percent followed by bachelor’s degree with MA units with frequency count of 12
or 20.00 percent. Masteral Graduate as indicated by the frequency count of 5 or 8.33 percent
followed by the Masteral Graduate with Doctoral Units with the frequency count of 4 or 6.67
percent. The least group belongs to Doctoral Graduate with the frequency count of 3 or 5.00
percent. A study on secondary education teachers revealed that the lack of interest and
organization were the reason why 60% of teachers did not consider Cooperative Learning more
efficient than traditional approaches. This perception could be related to the teachers' scarce or
ineffective teacher training in novel methodologies in their initial or in their professional
training. Trainings are seems to be an important factor towards Cooperative Learning
methodology as they use it frequently inside classroom setting.
1.4 Length of Service
Majority of the teacher were 6 – 10 years in service as indicated by the frequency
count of 18 or 30.00 percent followed by 11 – 15 years in service and 16 – 20 years in service
with frequency count of 12 or 20.00 percent and 10 or 16.67 percent, respectively. In addition,
those 0-5 years in service with the frequency count of 9 or 15.00 percent and 21 – 25 years in
service with the frequency count of 6 or 10.00 percent. The least group belongs to 26 years
and above with only frequency count of 5 or 8.33 percent. Many researches expressed that a
teacher’s years of experience can positively relates to student learning.
2. What are the perceptions of teachers on the effects of Cooperative Learning

among secondary students in terms of:
2.1 Academic Performance
The respondents perceived that the teacher believes that Cooperative Learning
encourages and improves the performance of low ability students and helps the students develop
range of intelligence in Cooperative Learning which obtained a total weighted mean score of
4.89 with strongly agree verbal interpretation on rank number 1.5 followed by the statement
with the verbal interpretation strongly agree that teacher believes that Cooperative Learning
encourages and improves performance of average ability students with computed weighted
mean score of 4.87 on rank number 3. Moreover, the teacher believes that Cooperative Learning
improves student communication and decision-making skills and increases student participation
in learning activities with the verbal interpretation strongly agree which obtained a total
weighted mean score of 4.78 and 4.65 on rank number 4 and 5, respectively.
2.2 Character and Values Building
The respondents perceived that the Cooperative Learning encourages and improves the
character and values of the students and helps develop range of character building in
Cooperative Learning which obtained a total weighted mean score of 4.89 with strongly agree
verbal interpretation on rank 1 followed by the statement with the verbal interpretation strongly
agree that teacher believes that Cooperative Learning encourages and improves character
building of average ability students with computed weighted mean score of 4.88 on rank number
2. Moreover, the teacher believes that Cooperative Learning improves students’ motivation in
doing classroom activities and builds a good working relationship among students with the
verbal interpretation strongly agree which obtain a total weighted mean score of 4.87 and 4.78
on rank 3 and 4, respectively.
3. What is the level of utilization of the teachers the Cooperative Learning in
teaching?
The respondents perceived that the teacher facilitate students’ creativity in the group
setting which obtained a total weighted mean score of 3.93 with very much utilized verbal
interpretation on rank number 0.Teachers used Cooperative Learning to increase students’
willingness when involved in group activity which obtained a total weighted mean score of 3.79
with very much utilized while the teachers used Cooperative Learning to foster rapport among
the group members using Cooperative Learning has the least total weighted mean score of 3.74
with very much utilized on the rank of 9 and 10, respectively.
4. Is there a significant relationship between the demographic profile and
perceptions of the teachers on the effects of Cooperative Learning?
On demographic profile vs Academic Performance, the computed 𝑥 2 value of value of 32.069
is greater than the tabular 𝑥 2 value of 28.869 at 5% level of significance, therefore the null
hypothesis is rejected. On demographic profile vs character and values building, the computed
𝑥 2 value of 67.504 is greater than the tabular 𝑥 2 value of 28.869 at 5% level of significance,
therefore the null hypothesis is rejected. Based on the gathered data of the researches, the
findings revealed that there is no significance relationship between the demographic profile of
the respondents in terms of; age, gender, educational attainment, and length of service. Thus,
it implies that the variable on the utilization of Cooperative Learning in teaching are factor to
achieve the higher level of student’s Academic Performance and improve student’s character
and building values.
5. What is the proposed work plan to improve the uses of Cooperative Learning
in teaching?
Based on the findings, the researchers suggested that the teachers must have additional
seminars, forums, workshops and trainings implemented by the higher authority like DepEd
that will tackle k to 12 program. With K to 12, students will develop competencies and higher
order thinking skills through one of the key features of the program which is the provision of
time for independent/ Cooperative Learning. It has the purpose to develop student capacity for
self- directed learning, teamwork, goal- orientation, sense of responsibility and accountability
for results. (DepEd Order 31, S.2012). It will helps the teachers to gain more knowledge and
strategies on how they can utilize the Cooperative Learning approach. Moreover, also that
researchers suggested that teachers should practice different strategies of Cooperative Learning
for them to easily observe and evaluate student’s skills and aptitudes towards their learning
process.
Conclusion
Based on the preceding summary of finding the following conclusions have been state:
1. That there is no significant relationship between the demographic profile and
perceptions of the teachers on the effect of Cooperative Learning. Thus, utilization of
Cooperative Learning based on the findings are very much utilized as verbal
interpretation.
2. That there is a higher perceived effects of Cooperative Learning in terms of Academic
Performance in character and building values. Thus, this imply the needs to enhance
more and improve Cooperative Learning approach toward student performance in
character values building.
3. That most of the respondents were female compare to the male respondents and
preferably most of the school like being in a connection and relatedness than being in a
competitive environment to achieve result. Thus, most of the respondents are bachelor’s
degree holder in terms of educational attainment and most of them have experienced of
6-10 years in length of service.

Recommendation
Since that the findings resulted that there is no significant relationship between the
demographic profile and perceptions of the teachers on the effects of Cooperative Learning,
the researchers recommends the following actions;
1. That school may conduct seminars and trainings for the teachers to have a broad
knowledge in utilizing Cooperative Learning approach.
2. That teachers may observe that students excel in academic with the use of
Cooperative Learning approach.
3. That the students may show improvements in their Academic Performance and
character values building using Cooperative Learning approach.

BIBLIOGRAPHY
(Thesis & Dissertation)
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LETTER FOR DIVISION OFFICE

LETTER OF REQUEST TO THE PRINCIPAL

76
LETTER OF REQUEST TO THE PRINCIPAL

LETTER OF REQUEST FOR THE PRINCIPAL

LETTER FOR GRAMMARIAN

LETTER FOR THE STATISTICIAN

QUESTIONNAIRE
TALLY SHEET
CURRICULUM VITAE
MARICRIS MARQUESES LUCIDO

#0438, Brgy. Ambulong, Tanauan City, Batangas
0977-117-7893
maricrislucido@yahoo.com.ph
A. Personal Profile
Date of Birth : July 15, 1999
Place of Birth : Sto. Tomas General Hospital
Age : 19
Civil Status : Single
Language Spoken : Filipino and English
B. Educational Attainment
Tertiary Education : NTC Education Batangas
A. Mabini Avenue, Brgy. Sambat
Tanauan City, Batangas
Bachelor of Technical Teacher Education
(Major in Food and Service Management)
(2015-present)
Secondary Education : Jesus Is Lord Christian School
J.V. Brgy. Pagaspas, Tanauan City, Batangas
(2011-2015)
Primary Education : Jesus Is Lord Christian School
(2005-2011)
SAMUEL MALITIG MALAGUIT

San Bartolome, Sto. Tomas, Batangas
0995-434-6402
samuel.malitig@gmail.com
A. Personal Profile
Date of Birth : December 11, 1997
Place of Birth : San Bartolome, Sto. Tomas, Batangas
Age : 20
(2015-present)
Secondary Education : Jesus Is Lord Christian School
(2010-2014)
Primary Education : Jesus Is Lord Christian School
(2004-2010)
CRIZLE SANCHA NAVAREZ

066 San Juan, Sto. Tomas, Batangas
0935-201-0541
crizllenavarez@gmail.com
A. Personal Profile
Date of Birth : April 12,1998
Place of Birth : San Juan, Sto. Tomas, Batangas
Age : 20
(2015-present)
Secondary Education : San Jose National High School
San Juan, Sto. Tomas, Batangas
(2011-2015)
Primary Education : San Jose Elementary School
San Juan, Sto. Tomas, Batangas
(2005-2011)
AIRA MALUNES NEO

Blk. 14 lot 25 Bagumbayan Tanauan City, Batangas
0966--716-8751
airaneo.2626@gmail.com
A. Personal Profile
Date of Birth : December 15, 1998
Place of Birth : Poblacion 7, Tanauan City, Batangas
Age : 19
(2015-present)
Secondary Education : Tanauan City Integrated High School
Trapiche 1, Tanauan City Batangas
(2011-2015)
Primary Education : Bagumbayan Elementary School
Bagumbayan Tanauan City Batangas
(2005-2011)

A Thesis Presented To The Oral Examiners of NTC Batangas A. Mabini Ave., Brgy. Sambat, Tanauan City

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A Thesis Presented To The Oral Examiners of NTC Batangas A. Mabini Ave., Brgy. Sambat, Tanauan City

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NTC EDUCATION BATANG AS

A. Mabini Ave., Brgy. Sambat, Tanauan City

PERCEPTION OF SECONDARY TEACHERS

ON THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS ACADEMIC

PERFORMANCE AND CHARACTER VALUES BUILDING AMONG

SELECTED PUBLIC SCHOOLS IN TANAUAN

A Thesis Presented to the Oral Examiners of

A. Mabini Ave., Brgy. Sambat, Tanauan City

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Technical Teacher Education

Major in Food and Service Management

This research is entitled “PERCEPTION OF SECONDARY TEACHERS ON THE

EFFECTS OF COOPERATIVE LEARNING ON STUDENTS ACADEMIC

PERFORMANCE AND CHARACTER VALUES BUILDING AMONG SELECTED

PUBLIC SCHOOLS IN TANAUAN” prepared and submitted by MARICRIS M. LUCIDO,

SAMUEL M. MALAGUIT, CRIZLE S. NAVAREZ, and AIRA M. NEO in partial fulfillment

FREDDIE R. NUFABLE, LPT

Approved by the committee an Oral Examination with the rating of ___________, on

NORMA P. BLANCO, Ed.D.

GENEVA V. MACAHIA, LPT KRISTIN H. SUMIRAN, LPT

NORMA P. BLANCO, Ed. D.

those who believe.

significantly in making this possible.

study would not be possible.

guidance and provision of information.

checked and validated their questionnaires.

their respective school.

on the selected public schools in Tanauan.

assistance on the said study.

dedicated this work to:

NTC Batangas, their second magnificent home;

knowledge and supporting this study.

Name of Researchers : Maricris M. Lucido

Title of Thesis : Perception of Secondary Teachers on the Effects

Of Cooperative Learning on Students Academic

Performance and Character Values Building

among Selected Public Schools in Tanauan

Degree : Bachelor of Technical Teacher Education

Specialization : Food and Service Management

Adviser : Mr. Freddie Nufable

School : NTC Education Batangas

weighted mean and chi- square.

effects of Cooperative Learning.

suggested several recommendations. In order to enhance students’ Academic Performances and

competitive not only in school but also in terms of employment.

TITLE PAGE …………………………………………………………………………i

CHAPTER I – THE PROBLEM AND ITS SETTING

Theoretical Framework ………………………………………………………………..7

Conceptual Framework ………………………………………………………………..8

Statement of the Problem …………………………………………………………….11

Research Hypothesis …………………………………………………………………12

Scope and Delimitation …………………………………………………………........12

Significance of the Study ………………………………………………...…………..13

Definition of Terms …………………………………………………………………..14

CHAPTER II – REVIEW OF RELATED LITERATURE

Related Literatures …………………………………………...………………………17

Foreign Literature …………………………………………...…………………..……18

Local Literature …………………………………………..…………………………..23

Related Studies ……………………………………..………………………………...25

CHAPTER III – RESEARCH METHODOLOGY

Research Design ………………………………………………………………….…. 38

Respondents of the Study ……………………………………………………….…....38

Research Instrument ……………………………………………………………….…39