THE EFFECTS OF COLLABORATIVE ACTIVITY TO THE ACADEMIC

PERFORMANCE OF GRADE 11 STUDENTS IN D2NHS.

INTRODUCTION
Problem and its Background

Students learn through their participation in particular classroom activity where they
attain knowledge by gathering information and process it to finish the activity. Each activity
provides students with opportunities to deepen their learning by applying their own ideas and
learn new knowledge. There are two types of classroom activity the individual and collaborative
or group activity. The first type is individual activity wherein the students are scored or graded
by their personal and own performance or individual work, for example recitation. Recitation
was the individual answering of question during discussion of the teacher, it tests the own
knowledge of student and it also showcase the self-confidence of individual. But for the students
that are shy or having a low self-esteem, recitation is very difficult. This problem was solution by
the second type classroom activity which is the collaborative otherwise known as the group
activity .This activity are done by two or more students in the classroom. In this activity students
that are grouped are sharing their ideas and collaborate for one goal which is to finish the
performance.

Dampol 2nd National High School implemented K-12 curriculum last 2015. K-12
curriculum valued classroom performance than extracurricular activities, therefore students who
are newly experiencing K-12 curriculum or mostly known as grade 11 students are shocked in
many classroom activities because there more activities in Senior High School than Junior High
School. Senior high school education has its new grading system which is mostly 50%
performance, 30% written works and 20% periodical test. Therefore this new grading system
pressured the senior high school students especially those who are in grade 11. Classroom
activities are under the performance so students who are lack of self-esteem used so collaborative
in group activity to get the 50% of their performance grade. The purpose of this research is to
know the effects of collaborative activity to the academic performance of grade 11 students in
Dampol 2nd National High School. How that effects affect the academic performance of the
students. As the research progresses we aim to know the positive and negative effects of
collaborative activity to prevent the negative and support the positive.
Research Question

This research seeks to answer the following question

1. How collaborative activity helps the students in Grade 11?

2. How collaborative activity affects the academic performance of Grade 11 students?
3. Is there a significant relationship between collaborative activity and academic
performance of students?

Scope and Delimitation

The study focused on the effect of collaborative activity to the academic performance of
Grade 11 students identified by the administration of Dampol 2nd National High School. The
research sample is composed of 32 Grade 11 students. This research used stratified sampling
procedure.The primary data gathering method used was survey to determine the effects of
collaborative activity to the academic performance of Grade 11 students.

Significance of the study

Identifying the effects of collaborative activity to the academic performance of grade 11

students will benefit the school administration also this study will be significant to the following:

School Principal- Result of the study can be used in the development of programs that
may help the students. Data can guide the principal to create and propose more activities that
may help students or lessen it if that has negative effect.

Teachers- Data will provide the teachers with the information that collaborative
activities are having negative or positive effects to students. They can implement the activity to
support the students.
 Students- The result of this study will benefit the students, they will aware that
collaborative activity was positive or negative effects to their academic performance.

Academic performance-The general average of the grading system.

Researchers: The result can be used a baseline data for future researchers.

Definition of Terms

Grade 11 students- Students who are newly experiencing the new grading system are
known as the grade 11 students.

Classroom activity- Classroom activity is under the performance of the students. It has
two types the individual and collaborative o group activity.

Individual activity- Develops the self-confidence, tests the self-esteem and measures
personal knowledge of the students in certain lesson.

Collaborative or group activity- Used by the student having a problem in individual

work to get the 50% of their grade.
 Chapter 2
.
This chapter presents the researchers insights about the previous works of recognized
experts: regarding the preposed study and design. This is comprised of related literature and
writing which have significant bearing or related to the problem under investigation. This act of
review aims to examine what is already known and what is yet to be discovered, through which,
validity of results will be established.

Student use facebook for organizing collaborative classroom activity (Lampe.C& Wohn
D.Y etal, 2011)

This study examine how student use the social network site facebook to engage in
classroom-related collaborative activity. The study founded that predictors of facebook use for
class organizing behaviors include self-efficacy and perceived motivation to communicate with
others using the site. Facebook intensity did not predict either positive or negative collaboration,
suggesting that how students used the site, rather that how often they used the tool or how
important they felt it was, affected their propensity to collaborate.

Collaborative and individual output tasks and their effects on learning English phrasal
verbs (Nassaj, H& Tian, J,2010)

This study examined and compared the effectiveness of two types of output tasks
(reconstruction cloze tasks and reconstruction editing tasks) for learning English phrasal verbs.
The results showed that completing the tasks collaboratively ( in pairs) led to a greater accuracy
of task completion than completing them individually. However, collaborative tasks did not lead
to significantly greater gains of vocabulary knowledge than individual tasks.

Collaborative learning technique within higher learning education students( Noh, M.A&
Yusuf S.A.M, 2018)
 This study talks about collaborative learning. The research applied grasha learning style
model. The findings of the most effective learning style had been identified as one of the most
effective learning style for students. This research also discusses about the advantageous of
applying collaborative learning style of learning towards the process of teaching and learning
within the high level education institute, in detail. Collaborative learning style is expected to be a
guide for the students to share knowledge and sprout their mind in order to ensure an active
learning and effective learning process.

Collaborative learning higher nursing education( Zhang, J& Cui.Q,2018).

This study examined the effect of collaborative learning in higher nursing education.
According to this collaborative learning had been employed in classroom teaching, clinical
education and online course teaching. The strategy of instruction was found useful for improving
nursing knowledge and skill performance, improving student clinical competency, as well as
promote student group skills and learning behavior they conclude that collaborative learning
should be integrated due to it the positive influences on students.

Cooperative Learning(Slavin, R, 2009)

This research examine the classroom cooperative learning techniques, in which students
work in small groups and receive rewards or recognition based on their group performance, has
been increasing in the past few years. The findings supports the utility of cooperative learning
methods in general for increasing student achievement, positive race relations in desegregated
schools, mutual concern among students, student self-esteem, and other positive outcomes. The
various cooperative learning methods are contrasted in terms of characteristics and outcomes,
and the next steps for research in this area are outlined.

Languaging and Writing Skill: The Effect of Collaborative Writing on EFL Students’
Writing Performance (Khatib, M& Meihami, H, 2015)
The purpose of this study is to explore the effect of using collaborative techniques and activities
on EFL students’ writing performance. The respondence is 35 low-intermediate EFL students
ranging from 15 to 18 years-of-age participated in this investigation. The findings of this study
revealed that using collaborative techniques and activities had a positive effect (p=.001) on
overall writing performance of EFL students, and on writing components such as content
(p=.003), organization (p=.001), grammar (p=.001), vocabulary (p=.008), and mechanics
(p=.001). The results of this study shed light on the importance of using collaborative techniques
and activities in L2 writing classrooms, which bears some implication for teachers and
curriculum planners.

Effects and student perceptions of collaborative writing in L2 (Shehadeh, A, 2011)

This study investigated the effectiveness and students’ perceptions of collaborative

writing (CW) in second language (L2). The study involved 38 first year students in two intact
classes at a large university in the UAE (United Arab Emirates). Results of the study are
discussed in light of the social constructivist perspective of learning. A number of theoretical and
pedagogical implications of the study, and limitations and directions for further research, are
presented.

Research For The Future Research on Cooperative Learning and Achievement (Slavin, R
2017)

This study see that cooperative learning is one of the greatest success stories in the
history of educational research and the studies of the achievement effects of cooperative learning
have taken place in every major subject, at all grade levels, and in all types of schools in many
countries. Both field studies and laboratory studies have produced a great deal of knowledge
about the effects of many types of cooperative interventions and about the mechanisms
responsible for these effects. The finding is cooperative learning typically change many aspects
of both incentive and task structures.

Collaborative learning tasks of conceptual knowledge (BoxtelJosvan, C,2011)

 In this article we present the results of an experimental study of the influence of task
characteristics on the characteristics of collaboration of conceptual knowledge in social
interaction. With a pre-test and post-test we measured individual learning outcomes. The concept
mapping conditions showed more discussion of electricity concepts, collaboratively elaborated
conflicts and reasoning, but no higher individual learning outcomes. In the concept mapping
conditions, elaboration was related to individual learning outcomes.

The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing
Abilities (Ornprapat, S& Saovapa, W, 2014)

This research studied Google Docs, a free web-based version of Microsoft Word, offers
collaborative features which can be used to facilitate collaborative writing in a foreign language
classroom. The results indicate that a significant difference was found between the two groups'
writing mean score after the experiment. Students in the Google Docs group gained higher mean
scores than those working in groups in a face-to-face classroom. In addition, students reported
that they had positive attitudes toward collaborative writing activity and high collaboration in
their groups using Google Docs, while nearly all of them perceived that this learning tool is easy
to use.

Synthesis
Related literature and studies mentioned above guided the researchers in conducting the
study about the effect of collaborative activity in the academic performance of Grade 11
students. It can be observed that the researcher used some variables such as collobative activity
or collaborative learning about the subject matter affects the performance and achievement of the
students. It stated that most of the students consider the collaborative activity as a good tool to be
efficient and effective student in school. Moreover other study above tell that collaborative
activity has a positive effect in students participation because it guides the students in coping
their difficulties. But there is one study show that collaborative task did not lead to significantly
greater gains of students improvement in diffirent fields.
.
HA: There is a significant relationship between collaborative activity and academic performance
of students
 Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research methodology applied in the study, which
include the research method used population and sample size, sampling techniques, description
of the respondents, instrumentation, data research method used.

Research Method Used

The researcher utilized the descriptive method of survey. Descriptive method of research
is concerned with the description of data and the characteristics about the population of the
respondents. The goal of this method is the attaining of accurate and efficient data that was used
in statistical calculations of this study.
It was also used to obtain data about the current status of trend and factors affecting a
program or system. The methods involved a range of questions which may affect the
performance of the students in Grade 11.
This method is design for gathering, analyzing, classifying and tabulating data about the
performance of students in Grade 11.
Population and Sampling Technique
The respondent of the study were the thirty two (32) selected grade 11 senior high
students from Dampol 2nd National High School, Pulilan Bulacan campus who were enrolled in
grade 11 during the first semester, school year 2017-2018. For each class section, sa sample size
was drawn which is proportional to the population size.
Description of the Respondents
The respondents were selected grade 11 senior high students from Dampol 2nd National
High School. Thirty two (32) students, male and female with the age range of 16-17 were
chosen.
Data Gathering Procedure
For the objectives of the study to be attained, the researcher sought permission from the
principal of Dampol 2nd National High School, Pulilan Bulacan Campus to gather the data
needed for the study. Thus, the survey questionnaires were immediately answered by the
respondents individually.
 The instrument we used in the study was the constructed survey. The researcher
formulated 15 questions regarding affect of collaborative activity to the academic performance of
the students.
The survey answered by the respondents used to determine the effect of collaborative
activity towards the academic performance of students. The formula for weighted mean was used
to interpret the data for the study habits and attitude As shown the scale:

Range Weighted Mean Equivalence

4.01 – 5.00 Very Positive
3.01 – 4.00 Positive
2.01 – 3.00 Negative
1.01 – 2.00 Very Negative

Scale was used to describe the attitudes of the respondents in grade 11. This scale was
used to make the verbal interpretation in attitudes appropriate.

Statistical Treatment of Data

The following statistical tools were used in the analyzing the data gathered in this study:
Slovin’s Formula was used to determine the number of the respondents.
𝑁
Formula: 𝑛 = 1+𝑁𝑒 2

Where: n = Sample size

N = Population
𝑒 = Margin of error
Weighted mean in describing the study habits and attitudes of the students. To determine
the quality weight of responses the formula was:
𝛴𝑊𝑉
Formula: 𝑊𝑀 = 𝑁

Where: WM= weighted mean

WV= weighted value
Σ= summation of
 N= number of respondents

To use the formula correctly, numerical values were given to each degree or level of
quality such as five (5) for the highest degree of level of quality (Always), four (4) often, three
(3) sometimes, two (2) rarely and the lowest degree is one (1) Never.
Correlation was used to determine if there’s any significant relationship between the
remediation and performance of the students.
𝑛(∑𝑥𝑦)−∑𝑥(∑𝑦)
Formula: 𝑟=
√[n(∑x)2 −(∑x)2 ][n(∑y2 )−(∑y)2 ]

Where: r = Correlation
𝑛 = Number of pairs of scores
𝛴𝑥𝑦 = Sum of product of paired scores
𝛴𝑥 = Sum of x scores
𝛴𝑦 = Sum of y scores
𝛴𝑥 2 = Sum of squared x scores
𝛴𝑦 2 = Sum of squared y scores
The following interpretation was used to indicate the different values of coefficient of
correlation. As shown in the scale:

Ranges of r Degree of Relationship

± 0.90 to ± 1.00 Very High Positive Correlation
± 0.70 to ± 0.89 High Positive Correlation
± 0.50 to ± 0.69 Moderate Positive Correlation
± 0.30 to ± 0.49 Low Positive Correlation
± 0.00 to ± 0.29 Little, if any Correlation

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data gathered through study. The
presentation of the results is done in tabular and textual forms.
Performance of Students in Grade 11
Table 3
Frequency Distribution and Percentage of the grades of grade 11 Students during first
quarter of S.Y 2019-2020
Instruction
Percentage of the
Equivalent
grades of grade Frequency Percentage
Descriptive Rating
11 students
100-97 Excellent 0
94-96 Excellent 1
91-93 Very Good 2
88-90 Very Good 10
85-87 Good 9
82-84 Good 7
79-81 Satisfactory 4
76-78 Satisfactory 0
75 Passing 0
65-74 Failure 0

Table 3 presents the performance of students in grade 11 Students during first quarter of S.Y
2019-2020. As a gleaned from the table, majority of the students got ratings within the bracket of
88-90, which as described to be very good. A total of nine (9) students belonged to the bracket
rating of 85-87 with a good description. Seven (7) students garnered a rating between 82-84,
which are considered good, four (4) of them received ratings between 79-81 with satisfactory
performance, none got a passing grade of 75 and one (1) received the rating between 94-96,
which considered excellent. The findings imply that the students make an effort to get a higher
grade during first quarter of S.Y 2019-2020.

Relationship between the Performance of Students and Academic performance

 In testing the alternative hypothesis of significant relationship between the academic
performance of the students in grade 11

Student Questionnaire First Quarter x2 y2 xy

mean (x) General
Average (y)
1 3.1 92 9.61 8 464 285.2
2 4.8 90 23.04 8 100 432
3 3.7 90 13.69 8 100 333
4 3.9 85 15.21 7 225 331.5
5 4.8 84 23.04 7 056 403.2
6 4.8 87 23.64 7 569 417.6
7 3.9 85 15.21 7 225 331.5
8 3.8 86 14.44 7 396 326.8
9 4.1 90 16.81 8 100 369
10 4.9 84 24.01 7 056 411.6
11 3.2 89 10.24 7 921 284.8
12 3.9 89 15.21 7921 347.1
13 4.3 87 18.49 7 569 374.1
14 5 85 25 7 225 425
15 3.9 88 15.21 7 744 343.2
16 2.9 89 8.41 7 921 258.1
17 2.9 89 8.41 7 921 258.1
18 5 86 25 7 396 430
19 4 94 16 8 836 376
20 5 93 25 8 649 465
21 3.6 85 12.96 7 225 306
22 4.3 89 18.49 7 921 382.7
23 4.5 79 20.25 6 241 355.5
24 3 83 9 6 889 249
25 4.2 91 17.64 8 281 382.2
26 3.5 83 12.25 6 889 290.5
27 4.5 82 20.25 6 724 369
28 3.5 83 12.25 6 888 290.5
29 3.4 81 11.56 6 561 275.4
30 3.7 83 13.69 6.889 307.2
31 3.3 87 10.89 7 569 287.1
32 4.1 82 16.81 6 724 336.2

∑ 𝑥 =144.3 ∑ 𝑦 =2767 ∑ 𝑥 2 =509.39 ∑ 𝑦 2 =227583 ∑ 𝑥𝑦 =11034.1