Cooperative Learning Methodologies of K to 12 Curriculum as Perceived By High School Science Teachers of Nasugbu East District Nasugbu, Batangas

Abstract

INTRODUCTION

The use of cooperative learning in education has the potential to enhance the quality of teaching and learning. The teachers have to possess the ability to use this for the learner" ̃s benefits. Using cooperative learning also facilitates instruction and enables educators to do other school tasks and activities. However, not all teachers have the means to use the most effective way of the cooperative learning approach. This research attempts to identify the effective activities that each of the science teachers can use in cooperative learning in science.

METHODS

This study aimed to determine the perception of the cooperative learning methodologies of high school science teachers in four selected schools in Nasugbu East District, Nasugbu, Batangas. The twenty-four (24) respondents of the study were recruited from the four(4) selected school of NASUGBU EAST DISTRICT. Data were gathered through survey-questionnaire regarding the perception of the cooperative learning methodologies of high school science teachers.

RESULTS

Implementation of the designed action plan as a point of reference to enhance the use of cooperative learning methodologies in science teaching is highly recommended.

DISCUSSIONS

The respondents highly rated that cooperative learning methodologies help improve students"̃academic. On the other hand, the respondents least rated that cooperative learning methodologies increase self-esteem and self-concept. There is no significant relationship between the profile variable and the perception of teachers on Cooperative Learning.