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Volume 1 Issue 1, Year 2023

SSN: 2837-4398 (Online)
Journal of Student and DOI: https://doi.org/10.54536/jse.v1i1.1506
Education (JSE) https://journals.e-palli.com/home/index.php/jse

Impact of Cooperative Learning Strategy on Students’ Academic Productivity

Russel J. Aporbo1*

Article Information ABSTRACT

This quantitative study aimed to investigate the effectiveness of cooperative learning on the
Received: March 27, 2023 academic productivity of BSED students. This descriptive correlational quantitative study
sought to answer if there is a significant relationship between the cooperative learning of
Accepted: April 10, 2023 BSED students towards their academic productivity. This involved 30 BSED students as
respondents, at University of Mindanao- Tagum College. Over a period of four weeks,
Published: April 12, 2023 the researcher conducted the study among randomly selected BSED students to answer
the survey questionnaire according to their preferences. Cooperative Learning (IV) and
Keywords Academic Productivity (DV) utilize validated survey questionnaires to gather data. The
results showed students who were engaged in cooperative learning had a better academic
Academic Productivity, Cooperative progress as compared to the students who were taught by lecture. Therefore, the conclusion
Learning, Learning Strategy of this study is that the cooperative learning had a positive impact on students’ academic
performances among BSED students of University of Mindanao-Tagum College.

INTRODUCTION cooperative learning is effective in achieving the goal of

In the field of teaching, the use of various learning learning subject knowledge and developing students’ skills
strategies is important to ensure that the transmission of mutual support, cooperation and communication.
of knowledge is successful. Teachers utilize diverse Compared with individualistic or competitive learning
teaching methods to achieve this target, including method, cooperative learning method was more effective
lectures, discussions, and demonstrations. Teachers often in promoting social interaction, learner autonomy, and
use traditional methods such as lectures that become learning success (Shih, 2020). To enable studentSocial and
learning centers and students just listen, take notes, and communication skills like attentive listening, cooperative
do sums (Kurniawan & Suripno, 2016). However, many questioning, and respectful negotiation need to be taught
researchers stating leading towards the assumption that to enable students to work effectively in groupsn various
it does not help in deep understanding of the concepts. studies about cooperative learning among elementary and
This has resulted in more emphasis on teaching through secondary education, Slavin (1989) reported on a best-
diverse methods in order to improve learning and evidence synthesis of 60 studies across both elementary
understanding. One of these is the cooperative learning and secondary schools that compared cooperative
method. Cooperative learning is one of the learners- learning to control groups studying the same material.
centered teaching methods in which teacher encourages Therefore, learning activities need to be presented in the
students of diverse abilities to work in small groups learning process through one of the learning methods
to improve their understanding of subject matter and and the cooperative learning model is perfect for this
encourage them to interact and cooperate to achieve a problem (Gupta & Pasrija, 2016). Thus, this study aimed
common goal (Chan, 2020). The study aims to add a fresh to examine the effectiveness of cooperative learning
perspective by presenting data on how students’ academic on academic productivity of Bachelor in Secondary
production has been affected by cooperative learning Education (BSED) freshmen students to determine its
activities. Teacher educators will gain knowledge from influence towards students’ progress.
it and can utilize the findings to influence prospective
teachers’ attitudes toward employing cooperative learning LITERATURE REVIEW
techniques. This section provides the literature review that relates to
Gillies (2016) stated “Helping students to interact and cooperative learning and students’ academic productivity.
work together not only enables students to learn from In teaching and learning environments, many methods,
each other but also to accept responsibility for the tasks techniques and/or approaches are used (Sühendan
they have to complete and the decisions they have to Er, B Aksu Ataç 2016). Among these one of them is
make. In order to feel like a team, which is crucial in every cooperative learning. According to Altum (2015), the
aspect of life, one must pursue a conclusion that benefits essence of utilizing cooperative learning strategies is in
everyone with whom they are jointly associated. According that collaborative learning offers a style of leadership
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to Buchs and Maradan (2021), the learning process in that actively involves the participants in their own
which students work together to achieve group goals in learning. In that sense, the teachers become facilitators

1
University of Mindanao Tagum College, Tagum City, Davao del Norte, Philippines
*
Corresponding author’s e-mail: [email protected]
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while the learners get fully engaged in the process of added that cooperative learning approach when properly
learning. Bayrakçeken, Doymuş and Doğan (2015) state implemented provides better learning opportunities
that a cooperative learning method improves students’ for students to develop skills in group interactions
thinking skills, encourages them to think critically, and and working with others in analyzing, synthesizing and
has an active role in students’ taking responsibility for discussing various tasks. In their work, Erbil and Kocabas
their own learning. Cooperative learning has considerable (2018) argue that cooperative learning is a democratic
educational benefits, including intrinsic motivation, learning method that includes shared ideas, collaboration,
positive attitudes toward the subject, improved self- interaction, brainstorming, community and discussion.
esteem, social support, group cohesion and participation Therefore, learning activities need to be presented in the
(Fernandez-Rio et al., 2017; Han & Son, 2020; Cecchini learning process through one of the learning methods
et al., 2021; Liu & Lipowski, 2021). and the cooperative learning model is perfect for this
In Tanzania, Mkomele (2015) conducted a study problem (Gupta & Pasrija, 2016).
about cooperative learning among Secondary Schools Another study was conducted by Osalusi (2012) in Nigeria
in Temeke District and concluded that cooperative about the differences between cooperative learning in
learning stimulates cognitive development along with the experimental group and other teaching methods in
the constructivist approaches that place students at the the control group. The findings revealed a significant
center of the learning process. University teachers must difference between the experimental and control groups’
create an environment that is conducive to effective team critical thinking and decision-making ability levels. The
learning. This requires effort, interest and recognition subjects exposed to cooperative learning strategy in the
of the fact that the proper functioning of the teams and experimental group had higher mean scores as compared
attainment of the learning objectives depend upon the to those exposed to other methods in the control group.
teacher’s role, as does student satisfaction with group The study concluded that there is a need for social study
work. Cooperative learning is useful in addressing a teachers to employ the use of cooperative learning
lack of motivation for learning among students and it strategies in their teaching to enhance the development of
is viewed as a positive teaching methodology capable of critical thinking and decision- making abilities in learners.
motivating students in university settings (Tran, 2019; This will foster the performance of the students in social
Cecchini et al., 2021; Liu & Lipowski, 2021). Lie (2002), studies including literature subjects because students will
for instance, conducted a study in China and commented get knowledge when they are discussing in the groups
that cooperative learning develops students’ higher order with other students under the guidance of the teacher
thinking skills. Cooperative learning is one of education’s including literature subjects because students will get
most remarkable and fertile areas of theory, research, and knowledge when they are discussing in the groups with
practice. other students under the guidance of the teacher.
Furthermore, Vitalice (2018) conducted a study in Cooperative learning is one of the best means through
Kisii, Kenya to investigate on the effects of cooperative which learning participation can be enhanced. Paschal,
learning approach on the students’ achievement and Nyoni and Mkulu (2020) conducted a study in Mwanza
attitude toward oral literature genres in selected secondary Region about the implementation of cooperative learning
schools and come up with the results that cooperative and discovered that cooperative learning was not closely
learning approach improves the learners’ performance supervised in schools. Teachers simply formulated
and attitude towards the study of oral literature genres. groups in the classrooms without a close follow up on
Generally speaking, cooperative learning environments how effective the groups were performing. According to
tend to be more dynamic, appealing and enjoyable, as Duckworth (2010), cooperative learning is the working
well as giving students more responsibility and power of students in small groups, helping each other to achieve
over their learning, enhancing perceived autonomy and a certain goal in the teaching and learning process. It is
competence and making a significant contribution to a part of a group of teaching and learning techniques
improving learning goals (Amin, 2020; Han & Son, where students interact with each other in order to
2020). Learning goals, also known as mastery goals and meet expected learning goals. Academic goals influence
task-focused goals, are related to mastery and enjoyment students’ behavior in the classroom and drive them
of a task by students keen to learn and improve their to achieve a series of objectives in their academic lives
skills. Performance goals, meanwhile, are also known (Rodríguez and López, 2020).
as execution goals or ego-involvement goals and relate A recent study by Appiah-Twumasi, Antwi, Anderson
to caring for one’s image, achieving an outcome or and Sakyi- Hagan (2020) investigated on comparative
demonstrating one’s abilities (León et al., 2019; Alhadabi effect of cooperative learning on Students’ Performance
& Karpinski, 2020; Putarek and Pavlin- Bernardić, 2020). in mechanics concepts between two secondary schools
Altun (2015) conducted a study in Turkey and in Berekum Municipality, Ghana and established that
commented that cooperative learning assists instructors students taught using the cooperative learning approach
in effective teaching and learning. The authors further with the instructional manual performed significantly
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better in the mechanics concepts than those taught using group work can be addressed more effectively (Johnson &
the cooperative learning strategy only. They therefore Johnson, 1998). Johnson and Anderson (1983) found that
recommended that teachers use the cooperative learning there is a positive correlation between positive attitudes
strategy along with the instructional manual to enhance toward cooperative learning and perceptions of positive
students’ performance in secondary schools. interdependence. Furthermore, they noted that the more
These days, learning methods based on cooperation are enthusiastic the students’ attitudes toward cooperative
more and more widely used with the aim of encouraging learning, the more strongly they felt that every participant
team work, allowing students to learn to work as part who attempts to participate to group work has an equal
of a team, improving performance and learning and chance of succeeding in class.
developing interpersonal skills (León et al., 2015; Mendo The study is also anchored on the theory of educational
et al., 2016; Baena-Morales et al., 2020). Academic goals productivity which tackles about the influences on
influence students’ behavior in the classroom and drive learning that affects the academic performance of a
them to achieve a series of objectives in their academic student. It is an exploration of academic achievement
lives (Rodríguez & López, 2020). Orientation toward wherein Walberg used a variety of methods on how to
one type of goal or another may change over time if identify the factors that affects the academic performance
university teachers encourage these goals using different of a student. He analyzed his theory with the help of
methodologies and taking action to motivate students different theorists and integrated his study with over
(Andreev et al., 2020). Teaching staff can help students 3000 studies. In his theory, he classified 11 influential
identify and set learning goals and encourage them to domains of variables, 8 of them were affected by social-
adopt a different approach to their goals through the emotional influences namely, classroom management,
teaching methodology used (Chiecher, 2017). Cooperative parental support, student-teacher interactions, social-
learning is one of education’s most remarkable and fertile behavioral attributes, motivational- effective attributes.
areas of theory, research, and practice. The variables are reflected with different representation.
In the first three variables (ability, motivation, and age)
Theoretical and Conceptual Framework reflect characteristics of the student.
The theory of social constructivism and social The fourth and fifth variables reflect instruction (quantity
interdependence theory supports the research. These two and quality), and the final four variables (classroom climate,
theories are frameworks that is important in determining home environment, peer group, and exposure to media)
students’ performance and what are the factors that affects represent aspects of the psychological environment. He
students’ accomplishments. The Social Interdependence explained that these variables have a certain effect that
on Theory introduced by Morton Deutsch (1949), while might cause problems with the academic performance
Walberg’s Theory of Educational Productivity was of students if it will not be properly guided. Giving
created by Herbert J. Walberg (1981). importance with a certain variable can mean a big impact
Social interdependence theory underlies some of the with the student’s academic performance. According to
most widely used cooperative learning procedures Ngussa (2018), there is a positive correlation between
(Johnson & Johnson, 2002). Hundreds of research studies experiential learning and group collaboration, between
have validated social interdependence theory (Johnson experiential learning and the use of instructional
& Johnson 1974, 1989, 2005), a significant proportion technology and between the use of instructional
of which has focused on the conditions under which technology and group collaboration. Hence, in order to
cooperation may be effectively implemented. Social optimize experiential learning and educational technology
interdependence’ exists when individuals share common and achieve the benefits of cooperative learning, teachers
goals and each individual’s outcomes are affected by must take certain precautions.
the actions of the others (Deutsch 1962, Johnson and
Johnson 1989). Additionally, this theory has been used as Statement of the Problem and Hypothesis
the basis for the structural design of the assignments that This study seeks to answer the following:
students have been given to complete. This hypothesis 1.What is the level of Cooperative Learning of the
states that when group members realize that cooperating students in terms of:
on a task will increase the likelihood that they will succeed 1.1 Positive Interdependence
in their shared objectives, they will begin to interdepend. 1.2 Individual Accountability
Therefore, one of the cooperative elements that has to be 1.3 Promotive Interaction
structured in the classroom is positive interdependence 1.4 Social Skills
or cooperation. When this is done, cooperation results in 1.5 Group Processing
promoting interaction as group members encourage and
ease each other’s efforts to learn (Johnson, Johnson, & 2.What is the level of Academic Productivity of the
Holubec, 1998). Social interdependence theory explains students in terms of:
how people interact and suggests strategies to improve 2.1. Classroom Management
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motivation and increase individual responsibility, problems 2.2. Parental Support

such as lack of sufficient student responsibility toward 2.3 Student- Teacher Interactions

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Figure 1: Conceptual Framework of the Study

2.4 Social- Behavioral Attributes knowledge about the population (Lauren Thomas, 2022).
2.5 Motivational- Effective Attributes Since it uses randomization, any research performed on
3. Is there a significant relationship between cooperative this sample should have high internal and external validity.
learning of BSED students towards their academic Ary et, al (2010) states “the small group that is observed
productivity? is called a sample, and the larger group about which the
generalization is made is called a population. In this study,
METHODOLOGY the sample size of 30 respondents was taken from the
Research Design total number of BSED students, 445 as of 2022.
In this research, quantitative design is being used, The researcher used the simple random sampling
specifically descriptive correlational method, which technique, choosing five respondents of each program
studies the relationship between two variables. In line with in BSED majoring English, Filipino, Science, Math,
Cresswell, Ary, et. Al (2010) describes that correlational and Social Studies. Cooperative learning enables
research looks for relationship or correlation between university students to acquire basic skills and increases
variables in positive or negative correlation, and the level of their motivation to participate actively in the learning
correlation determined by the coefficient of correlation. process (Fernandez-Rio et al., 2017; Mendo et al.,
This method was used when the objective is to describe 2018). Hence, college students are fairly impacted by
the status of the situation as it exists at the time of the this learning strategy and continuously experience the
study to explore the cause of a particular phenomenon. same circumstances in classroom setting that made them
Correlation research, involves collecting data in order to qualified as respondents of the study.
determine whether the degree of a relationship exists
between two or more quantifiable variables (Gay, Mills Scope and Delimitation
& Airasian, 2006). These variables are the cooperative Out of 445 first year BSED students of University of
learning and how it affects the academic productivity of Mindanao Tagum College, thirty (30) students were used
the BSED first year students of University of Mindanao as a sample in conducting the survey. This study limits its
Tagum College. It utilizes statistical analysis to help with coverage and the first year BSED students only its main
the result. Streefkerk (2019) state that numbers and purpose is to identify the common problems that they
graphs are used in quantitative research. It is designed to encounter, and to propose possible solutions regarding
put hypotheses and assumptions to the test. This form this problem. The purpose of this study focuses on the
of study can be utilized to come up with generalizable effectiveness of cooperative learning on academic
facts about a subject. The quantitative feature includes productivity of the students that has an impact on their
an appropriate schedule for gathering the data designed academic performances. Each of the respondents are
for the target respondents to answer the questions. given same questionnaires to answer, and this study
The process of gathering data was based on use of a focuses on the current first year students of the present
questionnaire. school year, 2022-2023.

Sampling Procedures Research Instrument

The study was conducted during the first semester of the This study is used to quantify a problem by producing
school year 2022-2023 among BSED first year students numerical data that can be converted into usable statistics
as the respondents selected through simple random to form facts and uncover patterns in research. Arikunto
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sampling. This method is the most straightforward of all (2006, in Nurazizah 2011) states that the kinds of
the probability sampling methods, since it only involves instrument are test, questionnaire, interview, observation,
a single random selection and requires little advance rating scale, and document analysis. In thjs study, the

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researchers utilize validated survey questionnaires tasks. After the researcher gathered respondents and
as instruments in gathering the data. The survey asked their consent, the researcher will then elaborate
questionnaire was segmented into two categories; the first what the study is all about to the respondents, its purpose,
category which is Cooperative Learning was divided into significance, and contribution to the growing knowledge
five (5) sub-categories namely: Positive Interdependence, about the topic, for them to understand such things and
Individual Accountability, Promotive Interaction, Social to respond to our questions effectively. Questionnaires
Skills and Group Processing with total of 30 items all in serves as the main instrument to bring up data from the
all. Academic Productivity as the second category consists respondents. According to Kothari (1990), questionnaire
also of five (5) sub-categories; Classroom Management, is the most widely used instruments for obtaining
Parental Support, Student- Teacher Interactions, Social information from individuals. These will convert into
Behavioral Attributes, and Motivational- Effective soft copy and give it to the respondents, total of 30
Attributes with 30 items all in all. students, allowing them to take their time on answering
The five-point Likert Scale was used in the instrument, it. The respondents will simply put check on the likert
five (5) as the highest and one (1) as the lowest. Likert Scale scale given which corresponds statements derived from
(typically) provides five possible answers to a statement the theoretical framework of this study. The researchers
or question that allows respondents to indicate their collect their submitted data through Google Forms.
positive-to-negative strength of agreement or strength Afterwards, the gathered data of this descriptive
of feeling regarding the question or statement. (McLeod, correlational research will undergo a calculation. Once
2008) It helps to determine attitudes, opinions, and the questionnaires are being tallied, then it will be treated
behaviors, as well as to generalize findings from a larger using the following statistical tools. Mean, will be used
sample population. The questionnaire was transcribed and to determine the level of effectiveness of cooperative
uploaded through Google Form or by document send to learning towards student’s academic performance.
their messenger in order for the student- respondents to Pearson-r Correlation, to determine significant
virtually respond to the questions. relationship of cooperative learning and how it affects
academic productivity of the students. and Regression
Data Gathering Procedures Analysis, to determine its domain. The researchers were
The chosen respondent from University of Mindanao- very careful on the computation of every step, slowly but
Tagum College was asked for permission and consent, surely, because a one-digit mistake can lead to a different
and they were given enough time to do their respective expected result.

Table 1: The interpretation of numerical description.

Scale Range Response Interpretation
5 4.21- 5.00 Strongly Agree Very High
4 3.41- 4.20 Agree High
3 2.613- 3.40 Neutral Moderate
2 1.81- 2.60 Disagree Low
1 1.0-1.80 Strongly Disagree Very Low

In determining their level of Cooperative Learning and shows a weak relationship between both variables.
Academic Productivity of the students, the following Therefore, the researcher used this formula because it is
five orderable gradation with their particular scope of one of the most positive measurements of correlation.
methods and description were considered. Here is the formula of Pearson product moment.

Data Analysis
In interpreting the relationship of cooperative l e a r n i n g
to academic productivity of the BSED students, the The researchers tallied the collected information from
researchers employ Pearson Correlational statistical the respondents through counting the number of
tool in analyzing numerical data to find the correlation students who Strongly Agree, Agree, Neutral, Disagree,
coefficient between two variables and how significant the and Strongly Disagree with the statement in the
correlation between them. According to Ary et. al. (2011), questionnaire and started the calculation of results. The
the Pearson product moment is a very useful statistics mean is identified determine the level of effectiveness
showing the correlation between two variables. Ary et. of cooperative learning towards student’s academic
al. (2010) states that if Pearson r approaches ±1.00, it productivity.
means that there is a strong positive relationship between The eight questions of each indicator are enough for the
both variables. Meanwhile, if the Pearson r approaches – researchers identify the perspectives of the respondents
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1.00, it indicates the strong negative relationship between necessary to prove the predicted stance of the study.
both variables. However, if the Pearson r approaches 0, it To find degrees of freedom (df) we utilize the formula

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df= N- 2, where N is the number of paired x and y or by positive interdependence, where students perceive
the majors in BSED program which is 5. Therefore, the that better performance by individuals produces better
value of df is 3. After that we use this table to identify performance by the entire group (Johnson, et al., 2014).
the critical value of r, as well as the level of significance. As a result, this means that their level for Cooperative
The most commonly used significance level is α = 0.05. Learning in terms of Positive Interdependence among
Base on the table, the critical value of r is 0.878. If the UM Tagum College students is very high.
absolute value of the test statistic or the calculated value
of r is greater than the critical value then we reject the Individual Accountability
null hypothesis. Individual accountability encourages each group member
to participate actively in learning tasks, reducing “social
Results and Discussion loafing”—where one group member gains from the
This section deals with the presentation, analysis of the efforts of others—and ensuring that each member of the
data gathered. The results are presented in this sequence: group develops stronger.
the Cooperative Learning in terms of sub- indicators, the Table 3 presents the results of Individual Accountability
Academic Productivity of the students, correlation, and which explains the corresponding means and its
regression the extents. interpretation from six (6) indicators.

Cooperative Learning Level of Effectiveness Table 3: Individual Accountability

Cooperative learning on academic objectives influences Indicators Mean Interpretation
university students’ behavior and results in the 1 4.17 High
accomplishment of a number of academic goals. This
2 4.33 Very High
study identifies five indicators: Positive Interdependence,
Individual Accountability, Promotive Interaction, Social 3 4.37 Very High
Skills and Group Processing. 4 4.3 Very High
5 4.67 Very High
Positive Interdependence 6 4.47 Very High
Table 2 presents the result of Positive Interdependence
Overal Mean 4.385 Very High
which explains the corresponding means and its
interpretation from seven (7) indicators. Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40-
Mean was used to determine the level of respondents Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High
in the Cooperative Learning in terms of Positive
Interdependence. Based on the data gathered from the As displayed in Table 3, the six (6) indicators of students’
respondents, Table 3 shows the means and interpretation level on Individual Accountability interpreted as very
of the first sub- indicator of Cooperative Learning high. Item five (5) accumulated the highest mean of
which is the Positive Interdependence. Item one (1) got 4.39, which means that every group member must strive
the highest mean of 4.67 which means that interaction to try hard in the group activity. While, item one (1)
among group mates is necessary to complete the tasks. accumulated the lowest mean of 4.17, which means that
While, item seven (7) displayed the lowest mean of 4.17 working in groups also allows students to tackle more
as response to the tendency of group mates to debate complex topics than working individually.
ideas and opinions. The overall mean 4.39 which means very high. This data
revealed that the student individual accountability is very
Table 2: Positive Interdependence high. The result is more in line with Shute’s guidelines for
Indicators Mean Interpretation good feedback delivered correctly and thereby supporting
1 4.67 Very High student’s possibility for individual accountability
2 4.53 Very High (Hammar Chiriac & Fryledal, 2021). As a result, this
means that their level for Cooperative Learning in terms
3 4.17 High of Individual Accountability among UM Tagum College
4 4.5 Very High students is very high.
5 4.2 High
6 4.57 Very High Promotive Interaction
Oral problem-solving instructions, a discussion of the
Overal Mean 4.44 Very High
nature of the topics being taught, and the integration of
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60- Low,2.61-3.40- recent learning with prior knowledge are all examples of
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High this.
Table 4 shows the result of Promotive Interaction that
The overall mean 4.44 which means the students level includes the six (6) indicators, with corresponding mean
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towards Positive Interdependence is very high. The and interpretation.

results imply that cooperative learning is characterized As presented in Table 4, six (6) indicators for Promotive

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Table 4: Promotive Interaction The results show that cooperative learning in university
classrooms is effective as a method for developing the
Indicators Mean Interpretation
social skills necessary for teamwork (Mendo-Lázaro
1 4.17 High et al., 2018). As a result, this means that their level for
2 4.03 High Cooperative Learning in terms of Social Skills among UM
3 4.6 Very High Tagum College students is high.
4 3.97 High
Group Processing
5 4.6 Very High Group processing enables the group to continuously
6 4.43 Very High enhance their collaborative work over time. Focus on
Overal Mean 4.3 Very High the contributions of the group as a whole to strengthen
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- individual responsibility. Simplify learning by streamlining
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High the process.
Table 6 presents the six (6) indicators of Group
Interaction interpreted as very high. Item number six (6) Processing. It also explains the mean and its corresponding
receives the highest mean of 4.43 that means that it is interpretation.
important for every group member to try to participate,
even if he/she does not like the task. While, item number Table 6: Promotive Interaction
four (4) got the lowest mean of 3.97 yet, it is interpreted Indicators Mean Interpretation
as high, it means students cannot easily finish the tasks
1 4.07 High
without the group mates’ contributions. The overall mean
is 4.3 which is interpreted as very high. 2 4.2 High
Based from the study Otienoh (2015) students’ 3 4.13 High
involvement with mixed abilities status in the group inter- 4 4.03 High
action created their inclusive experiences in a cooperative 5 4.3 Very High
process. As a result, this means that their level for
6 4.33 Very High
Cooperative Learning in terms of Promotive Interaction
among UM Tagum College students is very high. Overall Mean 4.18 High
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40-
Social Skills Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High
Social behaviors are the ways in which we communicate
our thoughts, feelings, opinions, and affection to others, Among the indicators of Cooperative Learning in terms of
as well as how we maintain or build our relationships with Group Processing as shown in the Table 6, item number
them. six (6) got the highest mean of 4.33 which was interpreted
as very high. This show that students’ job is can be done
Table 5: Social Skills better when everyone in the group has completed the
Indicators Mean Interpretation assignment than working together in small groups. On the
1 4.13 High other hand, item number four (4) got the lowest mean of
2 4.07 High 4.03 but it is interpreted as high, meaning there are many
opportunities for discussion and sharing ideas by working
3 4.3 Very High
in groups.
4 4.13 High The overall mean for this sub- indicator is 4.18 which
5 4.3 Very High interpreted as high. Participating in group processing
6 4.2 High facilitates students’ understanding of their own personal
Overall Mean 4.19 High and social development as they recognize how they
have negotiated conflict, worked together to overcome
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- struggles, and developed a new understanding of their
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High group members (Sutherland et al., 2019). As a result, this
means that their level for Cooperative Learning regarding
Based on the study that was being conducted to determine
Social Skills among UM Tagum College students is high.
the Cooperative Learning in Academic Productivity, Table
5 shows that the Social Skills sub- indicator was interpreted
Summary of Cooperative Learning Level of
as high. Item three (3) got the highest mean of 4.3 which
Effectiveness
means that the students like to work with their classmates
Table 7 summarizes the students’ level mean toward their
in group activities. Item two (2) got the lowest mean of
cooperative learning environment by its five (5) indicators:
4.07 which interpreted as high it means that the students
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Positive Interdependence, Individual Accountability,

also reach agreements within the group to make decisions.
Promotive Interaction, Social Skills and Group Processing.
The overall mean 4.19, interpreted as high.
To sum up the indicators of Cooperative Learning; Positive

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Table 7: Level of Cooperative Learning number three (3) got the lowest mean of 4 but it is
interpreted as high, meaning the teacher involve students
Indicators Mean Interpretation
,in establishing rules and procedures.
Positive Interdependence 4.39 Very High The overall mean for this sub- indicator is 4.19 which
Individual Accountability 4.44 Very High interpreted as high. Therefore, a healthy environment for
Promotive Interaction 4.3 Very High both teaching and learning leads to plausible academic
Social Skills 4.18 High achievement (Sunday-Piaro, 2018). As a result, this means
that their level for Cooperative Learning in terms of Social
Group Processing 4.18 High Skills among UM Tagum College students is high.
Overall Mean 4.3 Very High
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- Parental Support
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High The mindset, motivation, and self-control that children who
get parental assistance at home develop in school. School
Interdependence, Individual Accountability, Promotive failure is frequently encouraged by disinterested parents
Interaction, Social Skills, and Group Processing, table who are not concerned with their children’s academic lives.
seven (7) presents the overall mean of 4.3 which is very Table 9 shows the students’ academic productivity through
high. This means that their level of Cooperative Learning parental support. It presents the corresponding mean and
among BSED students is also high. It is shown in the table its interpretation.
that Individual Accountability displays the highest mean of
4.3 which is interpreted as very high. Table 9: Parental Support
Indicators Mean Interpretation
Academic Productivity among BSED students 1 4.1 High
Academic productivity refers to the efficient and effective
2 4.4 Very High
study habits and practices that maximize learning both
inside and outside of the classroom rather than the overall 3 4.5 Very High
amount of time students spend learning. Through the 4 4.43 Very High
indicators of Classroom Management, Parental Support, 5 4.2 High
Student- Teacher Interactions, Social Behavioral Attributes, 6 4.07 High
and Motivational- Effective Attributes students were able
Overall Mean 4.28 Very High
to evaluate factors of their academic progress.
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40-
Classroom Management Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High
Classroom management is the process of teachers acting in
a way and doing things that are generally expected to foster Mean was used to determine the academic productivity of
cooperation and consideration among students. students in terms of Parent Support. Based on the gathered
The table below presents the academic productivity of the data, item four (4) got the highest mean of 4.43 which is
students through classroom management. It explains the interpreted as very high, meaning parents always expect
mean and its corresponding interpretation. higher in school performance of the students. While, item
six (6) got the lowest mean of 4.07 that was interpreted as
Table 8: Classroom Management high, meaning parents choose the profession for students.
Indicators Mean Interpretation The overall mean 4.28 which means the students level
1 4.33 Very High towards Parental Support is very high. Juma (2016)
reported a very strong positive correlation between
2 4.13 High
parental involvement in education and students’ academic
3 4 High performance. As a result, this means that their level for
4 4.2 High Parental Support in terms of Parental Support among UM
5 4.27 Very High Tagum College students is very high
6 4.2 High
Student- Teacher Interactions
Overall Mean 4.19 High Positive interactions between instructors and students lead
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- to improved teacher attitudes and successful academic
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High performance.
Table 10 presents the six (6) indicators of the student-
Table 8. shows the result of the conducted study teacher interactions in academic productivity. It also
on Academic Productivity in terms of Classroom explains the corresponding mean and interpretation.
Management, where item one (1) got the highest mean Based on the study that was being conducted to determine
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of 4.33 which means that students prefer to teacher’s the Academic Productivity in terms of Student- Teacher
classroom management style. On the other hand, item Interactions, item number five (5) highest mean of 4.4

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 J. Stud. Educ. 1(1) 16-26, 2023

Table 10: Student- Teacher Interactions mean of 4.03 but it is interpreted as high, meaning there
are many opportunities for discussion and sharing ideas by
Indicators Mean Interpretation
working in groups.
1 4.37 Very High The overall mean for this sub- indicator is 4.18 which
2 4.33 Very High interpreted as high. In fact, according to Kassarnig et al.
3 4.27 Very High (2018), previous studies have documented the importance
4 4.27 Very High of personality traits, class attendance, and social network
structure. As a result, this means that the level for
5 4.4 Very High Cooperative Learning regarding Social Skills among UM
6 4.27 Very High Tagum College students is high.
Overall Mean 4.32 Very High
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- Motivational- Effective Attributes
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High The level of motivation among students can have a
significant effect on their performance and outcomes. As
which means that teacher motivates students to give their a result, in order to help students succeed academically,
best effort. Item three (3) and six (6) got the lowest mean parents and instructors need be aware of the elements that
of 4.27 but also interpreted as very high it means that influence student motivation.
the students admire their teacher and cares about their Table 12 presents the results of Motivational- Effective
academic and social well-being. Attributes which explains the corresponding means and its
The overall mean 4.32 which means the students level interpretation from six (6) indicators.
towards Student- Teacher Interactions is very high.
Eschenmann (2016) and many other scholars proposed Table 12: Social- Behavioral Attributes
that if teachers take the time to construct interactions, Indicators Mean Interpretation
they can motivate their students to learn. As a result, this
1 4.17 High
means that their level for Academic Productivity in terms
of Parental Support among UM Tagum College students 2 4.33 Very High
is very high. 3 3.8 High
4 4.03 High
Social- Behavioral Attributes 5 3.5 High
The student’s academic performance can be used as a
6 4.17 High
gauge of how the student’s social conduct is affected by the
environment and how the institutions change knowledge Overall Mean 4 High
through text, instructor, and student learning processes. Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40-
Table 11 presents the six (6) indicators of Social- Behavioral Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High
Attributes. It also explains the mean and its corresponding
interpretation. Among the indicators of Academic Productivity in terms
of Motivational- Effective Attributes as shown in the
Table 11: Social- Behavioral Attributes Table 12, item number two (2) got the highest mean of
Indicators Mean Interpretation 4.33 which was interpreted as very high. This show that
students felt active and involved in this learning set up. On
1 4.07 High
the other hand, item number five (5) got the lowest mean
2 3.73 High of 3.5 but it is interpreted as high, meaning students have
3 4.1 High not enough time to do their studies well.
4 3.87 High The overall mean for this sub- indicator is 4 which
5 3.57 High interpreted as high. Achievement motivation energizes and
directs behavior toward achievement and is an important
6 3.73 High
determinant of academic success (Wigfield et al., 2016).
Overall Mean 3.845 High As a result, this means that their level for Academic
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- Productivity in terms of Motivational- Effective Attributes
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High among UM Tagum College students is high.

Among the indicators of Academic Productivity in terms Summary of Academic Productivity among BSED
of Social- Behavioral Attributes as shown in the Table 11, students
item number three (3) got the highest mean of 4.1 which Table 13 shows the summary of the academic productivity
was interpreted as high. This show that students’ job is can by its five (5) indicators: Classroom Management, Parental
be done better when everyone in the group has completed
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Support, Student- Teacher Interactions, Social Behavioral

the assignment than working together in small groups. Attributes, and Motivational- Effective Attributes.
On the other hand, item number four (4) got the lowest To sum up the indicators of Classroom Management,

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 J. Stud. Educ. 1(1) 16-26, 2023

Table 13: Level of Academic Productivity among that Student- Teachers Interactions displays the highest
BSED students mean of 4.32 which is interpreted as very high.
Indicators Mean Interpretation
Significant Relationship between Cooperative Learning
Classroom Management 4.18 High and the Academic Productivity of the Students
Parental Support 4.29 Very High Pearson r correlation was used to determine the
Student- Teacher Interactions 4.32 Very High significant relationship between cooperative learning
Social- Behavioral Attributes 3.85 High environment (m=4, SD= 0.27) and academic productivity
of the students (m= 4.13, SD= 0.22). The result shows
Motivational- Effective 4 High
that there is a strong significant relationship between
Attributes
the variables, r= .802, n= 30, p=.00006. Also, another
Overall Mean 4.13 High researcher shows that the cooperative methodology
Scaling: 1.0- 1.1.80-Very Low, 1.81- 2.60-Low, 2.61-3.40- provides an opportunity for university students to develop
Moderate, 3.41- 4.20-High, 4.21- 5.00- Very High interpersonal, social, and teamwork competences which
can be decisive in their professional and social success
Parental Support, Student- Teacher Interactions, Social- (Mendo-Lázaro et al., 2018).
Behavioral Attributes, Motivational-Effective Attributes, Since the p-value is lesser than 0.05, therefore, there is a
table thirteen (13) presents the overall mean of 4.13 which is significant relationship between Cooperative learning and
high. This means that their level of Academic Productivity Academic Productivity of the students. Hence, the null
among BSED students is also high. It is shown in the table hypothesis will not be accepted.

Table 14: Significant Relationship between Cooperative Learning and Academic Productivity
Variables N Mean SD r P-Value Interpretation
Cooperative Learning 30 4 0.27 .802 .00006 Significant
Academic Productivity 30 4.13 0.22

CONCLUSIONS AND RECOMMENDATIONS Elementary Education, 45, 14-68.

Cooperative learning aims to separate classroom tasks Andreev V. V., Gorbunov V. I., Evdokimova O. K.,
into opportunities for social and intellectual growth. The Rimondi G. (2020). Transdisciplinary approach
definition of cooperative learning is “structuring positive to improving study motivation among university
interdependence,” which goes much beyond simply students of engineering specialties. Educ. Self Dev.,
putting students in groups. Group work teaches children 15, 21–37.
learn to cooperate while enhancing their social skills, Buchs, C., and Maradan, M. (2021). Fostering equity in
problem-solving techniques, and capacity for conflict a multicultural and multilingual classroom through
resolution. Both professors and students would need to cooperative learning. Intercult. Educ. 32, 401– 416.
take a cooperative learning training course in order to https://doi.org/10.1080/14675986.2021.1889985
effectively encourage the application of this method of Chiecher A. C. (2017). Metas y contextos de aprendizaje.
learning. Despite the fact that the current research shows un estudio con alumnos del primer año de carreras de
that cooperative learning helps students acquire and ingeniería. Innov. Educ. 17, 61–80.
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learning go “hand in hand.” Doymuş, K., Şimşek, Ü., & Bayrakçeken, S. (2004). The
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to boost achievement, including academic performance, success and attitude in science classes. Journal of
cognitive skills, self-esteem, and enjoyment. Only 30 Turkish Science Education, 1(2), 103-115.
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learning and academic productivity, future studies should Traditional, Online, and Hybrid Instructional Setting.
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