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Cooperative learning approach in English : |
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basis for instructional material preparation / |
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Dorca T. Almoro. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, and Education in partial fulfillment of the requirement for the degree of Master of Arts in Education, Educational Administration. |
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ABSTRACT: This experimental research was undertaken to contribute new ideas about cooperative learning approaches to teachers in Colegio San Agustin. These ideas will help them encourage their pupils to really see their peers through the cooperative window, as resources, as people to share with, as fellow adventurers in the search of knowledge. Thus, the researcher conducted this inquiry to discover Cooperative Learning Approach that will be the Basis for Teacher's Guide Preparation, which will be designed to provide teachers a functional plan to enhance their day-to-day preparation of instructional materials for the pupils. Specifically, this study has the following objectives: 1. What is the level of competence of the grade two pupils in English as revealed in the actual pre-test and posttest results in each of the following lessons? a. Mass and count nouns b. Singular Nouns c. Plural forms of regular nouns d. Plural forms of irregular nouns e. Possessive nouns f. Pronouns g. Nominative Pronouns h. Objective Pronouns i. Possessive Pronouns j. Preposition 2. Is there a significant difference between the pre-test and the posttest results in the above lessons? 3. Is there a significance difference among the posttest results in the above lessons? 4. What cooperative learning approaches can be adopted for the development of instructional material in English for grade two pupils? The following were the salient findings of the study. 1. On the level of competence of the grade two pupils in English as reflected in the pre-test and posttest in each of the following lessons: 1.1 As a process, cooperative learning approaches used in teaching mass and count nouns did increase pupils' performance level. Through specific cooperative learning approaches, such as Round Robin Brainstorming, they created a positive impact on the individuals' esteem, improving pupils' attitudes toward learning, school, peers and self. 1.2 Upon exposure of the respondents to the cooperative learning approach Think Pair Share their performance level increased to Superior from High Average with a mean of 16.75 and standard deviation of 3.51. It indicates that using Think Pair Share in teaching English, helped improved the academic performance of the pupils. Cooperative learning encouraged pupils to see peers through cooperative window, as resources and people to share with. 1.3 After the pupils' exposure to the cooperative learning Focused Discussion Pairs their competence level reached Superior which implies that when pupils helped each other overcome areas of weaknesses together, teach, and learn from each other, it created an effective learning process which facilitates and maximizes learning of English. 1.4 In plural forms of irregular nouns pupils' performance is Poor, after using the cooperative learning approach Review Pairs it increased to Superior which indicates that through certain cooperative learning approaches pupils were allowed to deeply learn from each other. By listening to observing others' performances, pupils benefited from their peers' strength and weakness. 1.5 In possessive nouns the level of achievement of the pupils during the pre-test is Low Average. During the posttest the level of competence of the pupils reached High Average after using the cooperative learning approach Group Test'. As Jacobs and Hall (2000) believe that cooperative learning approach can be very useful in teaching English and other subject areas such as Mathematics and Science, with this approach, each member of the group is responsible for the learning of all other members in order to exchange ideas, explain, suggest, and question which helped the group achieves the goal. 1.6 The level of performance of the pupils in pronouns is Above Average. It increased to High Average after using the cooperative learning approach Numbered Heads. Through Numbered Heads, learning can be made meaningful for the pupils especially if isolation can be reduced and if the pupils can be allowed to put their heads together to achieve the goals of learning. 1.7 In nominative pronouns, Very Poor is the average gained by the pupils during pre-test, after teaching the pupils the topic using cooperative learning approach Talking Chip it increased to High Average. The results imply that each pupil through Talking Chips achieved his or her learning goal if the other members achieved theirs. It also shows that pupils learned better through collaborative group work than in classroom that are highly competitive. 1.8 The level of achievement of the pupils in objective pronouns is Above Average. During posttest the pupils achieved a level of competence of Superior, which shows that the cooperative learning approach Ask Your Neighbor offered a great way of promoting deeper understanding of the topic since the level of achievement of the pupils increased. It also helped increase the pupils' responsibility for their own learning, helping them achieved more. 1.9 The pupils started with a Low Average level of competence during pre-test in possessive pronouns. After exposure to the cooperative learning approach Color Flags the pupils achieved Superior. Color Flags is a technique where pupils share ideas to construct understanding and thought by talking together interdependently with each other. As the results shows, pupils were able to increase their level of performance since pupils worked together equally toward a common goal. 1.10 The level of performance of the pupils in prepositions during pre-test is High Average after using the cooperative learning approach Gallery Walk it reached to Excellent. Gallery Walk, if utilized in the proper manner and social setting, can bring together members of a group to plan, share, solve, and accomplish any specific goal or task confronting them. 2. On the significant difference between the pre-test and the posttest results in the following lessons: 2.1 Mass and Count Nouns The average computed t-test value is 7.10 which is greater than the critical value of 1.6895. This means that the cooperative learning Round Robin Brainstorming affect to a great extent the performance of the pupils in mass and count nouns. 2.2 Singular Nouns The average computed t-test value is 6.11 which is greater than the critical value of 1.6895. This means that the cooperative learning Think Pair Share improved the performance of the pupils in singular nouns. It helped promote positive interdependence that encouraged pupils to listen carefully and to be sure they've understood their partner. 2.3 Plural Forms of Regular Nouns The average computed t-test value is 6.49 which is greater than the critical value of 1.6895. This means that the cooperative learning Focused Discussion Pairs enhanced the performance of the pupils in forming the plural of regular nouns. 2.4 Plural Forms of Irregular The average computed t-test value is 13 which is greater than the critical value of 1.6895. This means that the cooperative learning Review Pairs improved the skills of the pupils in plural forms of irregular nouns. 2.5 Possessive Nouns The average computed t-test value is 5.22 which is greater than the critical value of 1.6895. This means that the cooperative learning Group Test helped promote an atmosphere in which pupils feel they can experiment and play with ideas, an atmosphere in which pupils build on one another's ideas rather trying to tear them down. 2.6 Pronouns The average computed t-test value is 5.66 which is greater than the critical value of 1.6895. This means that the cooperative learning Numbered Heads helped the pupils understand the topic more by increasing pupils' autonomy via inviting greater pupils input into the learning process of the group. It pushed pupils to share because no one member can do the task alone. 2.7 Nominative Pronouns The average computed t-test value is 11.73 which is greater than the critical value of 1.6895. This means that the cooperative learning Talking Chip improved pupils' responsibility for their and their group's learning. 2.8 Objective Pronoun The average computed t-test value is 9.27 which is greater than the critical value of 1.6895. |
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This means that the cooperative learning Ask Your Neighbor enhanced the pupils' skills in objective pronouns by ensuring a simultaneous interaction within the group. 2.9 Possessive Pronouns The average computed t-test value is 12.25 which is greater than the critical value of 1.6895. This means that the cooperative learning Color Flags increased the pupils' level of competence in possessive pronouns. 2.10 Prepositions The average computed t-test value is 9.21 which is greater than the critical value of 1.6895. This means that the cooperative learning Gallery Walk greatly affect the skills of the pupils in understanding the topic. 3. On the significant difference between the posttest results in the above lessons. There is a significant difference between the posttest results in the above mentioned lessons using different cooperative learning approaches except for mass and count nouns. 4. On the cooperative learning approach that can be adopted for the development of instructional material in English for grade two pupils. The cooperative learning approaches that can be adopted for the development of teachers' guide in English for grade two pupils are Focused Discussion Pairs, Review Pairs, Think Pair Share, Ask Your Neighbor, Group Test, Numbered Heads, Talking Chips, Gallery Walk, and Color Flags. In the light of the significant findings derived from this study, the researcher has arrived at the following conclusions: 1. It can be concluded that the performanc |
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| Form subheading |
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| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE |
|---|
| -- |
|
| -- |
|
| Uncontrolled related/analytical title |
|
| -- |
|
| -- |
|
| Number of part/section of a work |
|
| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |