“Cooperative learning among Grade 11 Smaw students”

A study presented to Ms. Donna Mae D. Suraliza in Tayud National High School

Junrel B. Gabunada

Maverick Rivera

Joel S. Jugan

Nino James Arnado

James Billy Heyrana

Earl Dalence Baring

2nd Semester

2018-2019
 Acknowledgement

We thank our classmates from Grade 11 SMAW who provided insight and
expertise that greatly assisted the research, although they may not agree with all
of the interpretations/conclusions of this paper.

We thank Ms.Donna Mae D. Suraliza for assistance with particular technique,

methodology and some people for comments that greatly improved the
manuscript.

We would also like to show our gratitude to someone who share their pearls of
wisdom with us during the course of this research, and we thank 3 anonymous
reviewers for their so-called insights. We are also immensely grateful to for their
comments on an earlier version of the manuscript, although any errors are our
own and should not tarnish the reputations of these esteemed persons.
ABSTRACT
 I.INTRODUCTION

“Cooperative learning among Grade 11 SMAW students”

All of the teachers in Senior High School will experience bad day if they
teach in Grade 11 Jade also known as SMAW. No matter what you do, even if
you teach at your 100%, their learning will never be improved. They are chained
and imprisoned in their own ignorance. Is there any way to solve this problem?
Does cooperative learning among SMAW can free them from the prison of
ignorance?

Cooperative learning among SMAW boosts their grades and attentiveness

to class, because teacher alone is not enough to help them. It is easier to
reconcile heaven and earth than to teach them without stressing the teacher.
Cooperative learning also increases their bonds and make them rely each other.

Assumption hence, this study assumes that cooperative learning enhances

the grade 11 SMAW students grades.
 II.LITERATURE REVIEW

 Cooperative learning is the use of small groups of students working

together to increase their personal learning and that of their group
members. Students are placed into small groups. The teacher then gives
directions and an assignment. The group works together until all members
of the group understand and complete the task (Johnson & Johnson,
2005a).
 The advantage of cooperative learning is that the teacher may use it with
any subject and curriculum. There are limits to competitive and
individualistic learning (Johnson, Johnson, & Holubec, 1998).
 The slogan is, “we will sink or swim together.” A key outcome of
cooperative learning is positive interdependence. The work of Emile
Durkheim, the father of sociology best exhibits this concept: we can be no
stronger than the weakest member of the group. Positive interdependence
is defined by the concept that students will succeed only if the entire group
obtains their goals (Deutsch, 1962; Johnson & Johnson, 1989).
 The advantage of cooperative learning is that the teacher may use it with
any subject and curriculum. There are limits to competitive and
individualistic learning (Johnson, Johnson, & Holubec, 1998).
 Other early philosophers stressed the importance of working
cooperatively. Quintillion, in the first century, felt that students could
benefit from teaching one another (Krostenko, 2001).
 Around the same time period, Seneca, a Roman philosopher, believed in
the phrase “Qui Docet Discet.” Translated, it means, “When you teach,
you learn twice” (Johnson & Johnson, 1994, p. 14).
 Johann Amos Comenius, born in 1592 in Moravia, now the Czech
Republic, was an educator, writer and scientist. Comenius was an early
proponent of universal education. He supported this principle in his book
Didatica magna in the late 1600s. He felt that students would gain
knowledge by teaching and receiving instruction from one another
(Gundem, 1992).
 The belief in cooperative learning continued to be felt throughout the
beginning of the next century. John Dewey, a colleague of Parker, used
cooperative learning groups in his famous project in education (Dewey,
1924).
 During this same time period, Colonel Frances Parker brought his strong
belief in cooperative learning to the public schools. While serving as the
superintendent of public schools for Quincy, Massachusetts, over 30,000
visitors per year came to examine the successful use of cooperative
learning strategies (Campbell, 1965).
 According to Roth and Roychoudhury (1993:143), cooperative learning is
the convenient way to support the construction of individual knowledge of
the members in a variety of ways. When learners are required to explain,
elaborate, or defend their position, they construct a deep understanding
 because they have to evaluate, integrate, and elaborate upon their
existing 10 knowledge.
 According to Mashile (2002: 73), the diverse methods found in cooperative
learning imply that each method will have characteristics peculiar to the
method. However, the following elements are essential for the successful
implementation of cooperative learning.
 According to Constantopoulos (1994:261) and Hertz-Lazarowitz et al.
(1994:67), Elliot Aronson and his colleagues first developed the Jigsaw
method of cooperative learning in 1978. In this method each learner
becomes a specialist of a particular topic or activity that he teaches others
in a group. The facilitator explains what will be done, structures the groups
and facilitates the process.
 Cooperative learning is one of the most remarkable and fertile areas of
theory, research, and practice in education. Cooperative learning exists
when students work together to accomplish shared learning goals
(Johnson & Johnson, 1999).
 Slavin (1996) argues that a critical element of cooperative learning is
group team work and team goals.
 Conducting cooperative learning does not mean that we simply let
students sit next to each other at the same desk and ask them to do their
own tasks (Gillies, 2003).

 Sociocultural Theory
 In recent years, second language educators (for example, Lantolf, 2000)
have explored links between Sociocultural Theory (SCT) and L2 learning.
This perspective highlights how L2learners mediate learning
in accordance with context (including peers) and experience with others.
As Newman and Holtzman (1993) explain:Vygotsky’s [the most influential
SCT scholar] strategy was essentially a cooperative learning strategy. He
created heterogeneous groups of … children (he called them a
collective), providing them not only with the opportunity but the need for
cooperation and joint activity by giving them tasks that were beyond the
developmental level of some, if not all, of them.