Augmenting Science Performance through Cooperative Learning at San Gregorio Elementary School

Abstract

INTRODUCTION

Cooperative learning can be defined as a teaching method that involves students in the learning process to understand and learn the content of the subject. This study is an effort to give a new dimension by providing positive results of cooperative learning activities on the performance of Grade IV pupils at San Gregorio Elementary School. SGES has an implicit vision of augmenting the academic performance of its populace, especially in Science. Moreover, as reflected in the performance indicator of the school, Science as a subject is one of the weakest subjects that needed ample action.

METHODS

The study utilized a quasi-experimental design. This design was selected on the basis of the nature of the problem and the study hypotheses. The study design consists of two groups: the treatment group (21 pupils) and control group (21 pupils).

RESULTS

The study revealed that the status of the Grade IV pupils' academic achievement was on an equal level of achievement before the intervention. The pupils showed a significant increase to their academic achievement as supported by the Pre and Posttest results in Science for the First Quarter School Year 2017-2018. The statistical results revealed that cooperative learning, when used as an instructional strategy, has a positive effect on pupils' academic achievement. The results show the significant relationship between the mean achievement scores of the control and experimental groups after the cooperative learning was utilized.

DISCUSSIONS

Cooperative learning, when used as an instructional strategy, has a positive effect on pupils' academic achievement. This study suggested that science teachers in the field of education should give serious and favorable consideration to pedagogical approaches such cooperative learning. The cooperative learning method is strongly recommended to be used in teaching Science at Elementary level.