Slavin, R. E. 1994. Since the objective of this research study is to determine the effects of the cooperative learning method in teaching Mathematics, a post-test was administered to student respondents after the intervention has been done. White, R. &Arndt, V. (1991). R����\F}� �Ê� The mean averages of the control and experimental groups are 16.58 and 21.94 respectively, which revealed that the experimental group using the cooperative learning method performed better than the control group using the traditional lecture/discussion method. Responding to students writing. S-1 Thesis. performance, various learning strategies are employed by. Malaysia: SyafiniBt Ismail Universiti Kebangsaan. They lose their eagerness on solving problems because of difficulties in performing operations on polynomials, factoring polynomials, finding the roots of polynomial equations and solving problems involving polynomial equations. Based on the result using a given questionnaire to determine the effectiveness of cooperative learning activities the average mean is 4.20, where the verbal interpretation is moderately effective. In cooperative learning, they are actively involved in the process of learning and understanding very much different from conventional learning where teacher is viewed at the core of the learning process. In fact, the National Commission has called for a writing revolution in America’s colleges and universities, exhorting them “to improve teacher preparation and make writing more central to their programs of study” (College Board 2003, p27). Mathematics is considered the mother of all learnings in both Arts and Sciences. Brown, H. W. (2001). The method of cooperative learning is deemed better because it takes place through socialization by working together and achieving common learning goal while developing the students well rounded personality and longer learning retention [2] - [11] . Open Special Issues, ● Table 5 summarized the result of pre-test and post-test of control group. New Delhi: Sterling Publishers. TNHS offered different curriculum: Basic Education Curriculum (BEC), Special Program in Sports (SPS), Information Technology and Communication (ICT), and Science and Technology Engineering Mathematics (STEM). 7. application of the method showed a positive impact on the participants as shown The new circles of learning: Cooperation in the classroom and school: Alexandria, VA: Association for Supervision and Curriculum Development. Table 6. Consequently, for them to cope with the negative perception, modern day teachers and scholars employed innovations in teaching mathematics to help students overcome fears and improve their performance on the subject. The study is divided into four parts. & Grosser, M. M. (2008). The Impact of Cooperative Learning Method on the Students’ Perception in Mathematics. It means that two groups are comparable that they are similar in level when referring to the learning competency that they learned during the previous year of their study. Cambridge: Cambridge University Press. 4.3. Addis Ababa: Addis Ababa University. Collaborative writing has remained an ambiguous term since its "discovery" Thus, the results are presented as follows. Meanwhile, even though group companion in finding the roots of polynomial equations using The Rational Root Theorem did not find it very effective. 2) School Administrators should give attention on remediation programs and planning on instructional intervention to prevent the difficulties of students on basic Mathematics skills through cooperative learning method. Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class. Students’ performance level on pre-examination (control group). The summary of the findings indicated that the writing lessons in the students’ English textbook should be taught through CL though there were some problems that have been mentioned above to practice them in the classrooms. g5�\�p��8 ��� �H320? The Effective classroom. (2004). Students’ performance level on post examination (experimental group). Gillies, R. M. (2007). This study aimed at determining the effectiveness of cooperative learning method on academic performance level of two groups of grade 10 students in Mathematics at Talavera National High School during school year 2016-2017. Mathematics is considered by many students as a The performance level assessment used is the standard based assessment under DepEd Order No. The classroom observations proved that the number of students in each class was large; the teachers could not follow up and monitor their learners appropriately while the students were working on the writing activities in groups; the students frequently used their mother tongues rather than English during group discussions; the teachers did not set a time limit for the discussions, and there was no practice of evaluating the writing group activities after CL. Rather than beginning with facts and ideas and then moving to applications, collaborative learning activities frequently begin with problems, for which students must marshal pertinent facts and ideas. students’ performance. Booysen, M. J. Determine the Impact of Cooperative Learning Method on the Students’ Performance in Mathematics. students in the Philippines. The results of the given table below assess the effectiveness of the implemented teaching strategy. Scientific Research Methodology in research and education. JM}��=�5e�קy˖�\ �"�§0t�!�K J�� ��h`q9@��*��P� ��h � comments 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. Teaching by principles. Use of this Web site signifies your agreement to the terms and conditions. As shown in Figure 4, the students’ performance level in Mathematics during their pre-examination of control group is distributed as follows: only 2 out of 41 students or 5% had a developing proficiency level; and 39 out of 41 students or 95% had a beginning proficiency level and no one achieved the advance level of performance. Addis Ababa: Addis Ababa University. Retrieved from: www.ccsenet.org/elt. Moreover, the mean results indicated that female students had better attitudes towards CLin learning writing skills. 7) Future studies on cooperative learning may focus on some other levels of mathematics education. Summary, Conclusion and Recommendation. The Modern of Applied Linguistics. Both the pre test and post tests are measured. 2) Teaching Mathematics needed an appropriate teaching strategy that depends on the level of performance of the students that will boost their confidence as wells as upgrade their mathematical skills. "A Student's Guide to Collaborative Writing Technologies" (Barton & Klint, 2011) provides an accessible explanation of potential computer tools and how students might use them. Cooperative learning strategies to enhance writing. Collaborative learning activities immerse students in challenging tasks or questions. 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. This study focused on the cooperative learning as a method to enhance level of performance of grade 10 mathematics students in the Philippines. Table 2. 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. Students’ Performance Level on Post Examination. It is important that before introducing new Mathematical skills, reviewing of previous skills through drill activities will lead to a successful teaching and learning process. The study used pre-test and post test which were administered to conclude if there is a significant difference between the performance of control group and experimental group as a result of the conduct of this study. TESOL Quarterly, 19(2), 207-210. Result of compared post-test of experimental and control group using t-test of independent sample. The effects of cooperative learning on teaching English as a foreign language to senior high school students. This method is best understood in terms of how individuals use information, resources and help others to build and improve their mental models and their problem solving strategies. Kagan. 4.1.2. Seifu Woldeyohannes. This data clearly points out that computed t-value of the difference of score of pre-test and post-test of two groups is 5.11 which are greater than the value of t-critical which is 1.99. The result of the test clearly revealed that the majority of the respondents of both groups have not arrived at the expected competency in their subject. The students’ performance level in Mathematics during their pre-test is distributed as follows: only 1% or 2% had a developing proficiency level; and 42 of the students or 98% had a beginning proficiency level. M. A Thesis. The t-value is less than the critical value that signifies that there is no significant difference between the means pre-test performance of the two groups of students before the intervention. Duguid, 1989). StoriumEDU is a collaborative writing game designed to help young writers build their confidence and skill. 2) To determine the impact of cooperative learning method on the students’ performance the t-test for dependent variable was applied on experimental group. The third part contains the results of the quasi experiments and the discussion. Redwood Books. abandoning the conventional method. New York: Longman. In line with this, most of them achieved an approaching proficiency level in Mathematics after receiving instruction using a cooperative learning method. Massachusetts: Ellyn and Bacon Comp. McKernan, J. 3.4. It is a tool for understanding structures, relationships and patterns to produce solutions for complex real life problems. 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. M. A Thesis. Effects of cooperative learning on reading comprehension achievement in EFL and social skills of grade 10 students. Widdowson, H. G., 1981. Students are placed in groups and decide how a topic will be researched, summarized, and how the workload will be divided (Sharan & Sharan 1976). The practice of English language teaching. It implies that there is a progress of the performance of this group after the given intervention. %%EOF The given data above figure out that most of the respondents under control group attained the developing proficiency level of performance. This feeling effectively hindered their potential to learn and understand mathematical problem. 573 0 obj <>/Filter/FlateDecode/ID[<649550F35DE71F4F846F4E02B82F867A>]/Index[565 15]/Info 564 0 R/Length 57/Prev 1002723/Root 566 0 R/Size 580/Type/XRef/W[1 2 1]>>stream Although it is time consuming and needs much effort in executing this group game, it is very appreciative on the part of the teacher. 4. Englewood Cliffs: Prentice Hall Re- gents. Washington: English Language Program Divisions. Each student contributes their own effort to promote the group performance. It shows that most of them got very low scores during their pre-test. This study focused on the cooperative Dealing with problems involving polynomials is not that easy for every student wherein most of them felt uncomfortable when the teachers introduce this topic. On the other hand, lacking of difficulties on basic Mathematics skills will be resolved by means of peer tutoring and group studying. Peer mentoring is also one of the remarkable strategies on cooperative learning method wherein the results find it effectively. Based on the findings of this study, the following conclusions were drawn: 1) The students had an insufficient knowledge when it comes to basic Mathematics skills that led them come across difficulties in solving math problems. This also implies that even though teaching and learning process occurred, the result shows that most of them reached only the developing proficiency stage in which it visualized lacking of skills. Retrieved April 11, 2008 from http://colorincolorado.org/article/14307. A Practice Guide to Cooperative Learning. The method used in this research is the quasi-experimental. 3) Curriculum guide provided to all teachers may be improved focusing on teaching and learning process where cooperative learning method is integrated in difficult topics. Implementing cooperative learning approach in an EFL Class. Learning Together by means of sharing ideas led to a better output and assured the long term mastery skills. endstream endobj startxref Since, individual difference come to mind in every situation, and the development of every learners differ from each other, a little part of the respondents in experimental group did not reach the expected proficiency level. Berhanu G/Michael. The willingness of experimental group in doing their task with their teammates clearly visualized that the effectiveness of cooperative learning method on experimental group is observable that the intervention improved their academic performance level in Mathematics. h�bbd``b`. 3) Determine the impact of cooperative learning on students’ performance in Mathematics. While providing appropriate method to study mathematics is found to be relative, debates on the issue remain the subject of many scholarly studies. The focus was. The experimental group is the subject that is manipulated or exposed to instructional intervention after which an intended outcome is observed and the control group was used as a baseline measure in which it is similar on experimental group in terms of their grade level and mental ability such that it does not receive the treatment or the experimental manipulation that the treatment group receives. Selected Articles from the English Teaching Forum. (2006). Farrah, M. A. H. (2011). The comparison between face-to-face and Facebook collaborative writing groups were made in order to measure students’ writing performance on the intervention based on … The instrument was tried-out to other classes in which the results were analyzed. The result of pre-test was needed to determine the level of their competency before the intervention. From the existing body of knowledge the paper’s research paradigm is made and shown in Figure 1, and used to illustrate the relationships of each component of instructional process with the students’ academic performance. During pre test of the group, the computed t-value is 1. The procedure of the study involved three phases: pre-assessment phase, the experiment phase, and the post-assessment phase. The students’ performance level in Mathematics during their post examination is distributed as follows: 11% or 27% had a beginning proficiency level; 25 or 61% had a developing proficiency level; and 5% or 12% had an approaching proficiency level. The result of pre-test and post-test of experimental group presented on Table 6 above summarized that the computed t-value which is 16.10 is greater than the critical value which is 2.02 wherein it signifies that there is a significant difference between the performance of experimental group before and after the intervention. h��U�j�@��}l(A{��B qc�Ҧ�v������������;3Zɲc'�/�;��ݳk�AHa�*�� m-�^x��b�Mr9�g��M The Table 3 below shows the results of post test of both groups wherein the. Based on the study of the result shows those students’ negative attitudes toward mathematics in which this perception clearly affects the performance of the students. The result of pre-test of both groups in their scores conveys that they need more attention in terms of their academic performance and innovative instruction because the result of data served as a basis to determine that they belong to the low performing students. Since the t-value is greater than the critical value; it implies that there is a statistical significant difference between the means pre-test and post test performance of control group of students after intervention. By using a quasi-experimental research method. English for academic and technical purposes. I Evidently, it is more effective than doing this task alone. However, their difference is not statistically significant. Teacher development: Making the right moves. 5) Similar studies may be conducted by future researcher for other subjects or to other respondents having different characteristics. Gamit, A. , Antolin, J. and Gabriel, A. As shown in Figure 6, the students’ performance level in Mathematics as a result of their post examination is distributed as follows: 11% or 27% had a beginning proficiency level; 25% or 61% had a developing proficiency level; and 5% or 12% had an approaching proficiency level. Result of compared pre-test of experimental and control group using t-test for independent sample. Kessler, C. (1992). Assessment of the Effectiveness of Cooperative Learning. (1985). The case of second year EFL students. The present paper is also written to validate some claims on the effectiveness of cooperative learning to [12] grade 10 students in the Philippines. Students’ Attitudes Towards Cooperative Learning (CL) in EFL Writing Class. In the middle of debates, this study is done to affirm the importance of cooperative learning as a better teaching strategy in mathematics compared to conventional method. provide insights into how web-based collaborative writing activities can be designed and utilized ... My thesis is an outcome derived from multiple triangles of academic and social activities that stimulated me academically and provided me with generous support and encouragement. 33 while the critical value is 1.99 at the 0.05 level of significance. London. Alvarez, I., Espasa, A., & Guasch, T. (2012). Result of Post Test (Experimental Group). A study of group activities in ‘English for Ethiopia’ in promoting cooperative learning: Speaking skills in focus. At 5% level of significance, the t-value for the post-test of two groups is 7.85 which is much greater than the 2.03 critical values. The control group is the one that is not engage in cooperative learning. ix ABSTRACT Rivany, Brenda Amanda. English language teaching. Talavera National High School (TNHS) is one of the largest schools in Nueva Ecija having the total population of almost 5000 as of school year 2016-2017. (1999). Result of Pre-Test (Experimental Group). What this handout is about. Figure 6. difficult academic subject. This study aimed to investigate the effects of cooperative learning strategy in enhancing the performance level of grade-10 students in Algebra at Talavera National High School, Philippines.