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Implementation of cooperative learning in performance task / by Antonieta A. Amorin

By: Material type: TextTextPublication details: Dumaguete City : Foundation University library, 2021Description: vii, 77 leaves : illustration ; 28 cmSubject(s): DDC classification:
  • Am68 2021
Summary: This study aimed to examine how teachers' implement cooperative learning in performance task. A population of 100 Grade 5 pupils of SY 2019-2020 and 25 teachers from the public schools of the Division of Dumaguete City were the research respondents. It utilized Spearman Rank Correlation Coefficient, percentage, weighted mean, mean, and Point biserial Correlation. The results revealed that the 3 phases of cooperative learning heave a "high" extent of implementation. Moreover, the data revealed that pupils' performance in doing group performance task is "very satisfactory" which means that they have developed these skills and understanding. In addition, there is no significant relationship between the extent to which teachers implement the 3 phases of cooperative learning and the pupils' group performance task. Lastly, the relationship between the profile (sex and number of training related to performance task activity) of the teachers and the extent to which they implement the 3 phases of cooperative learning have no significance." --Abstract
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Bibliography leaves 60-64.

This study aimed to examine how teachers' implement cooperative learning in performance task. A population of 100 Grade 5 pupils of SY 2019-2020 and 25 teachers from the public schools of the Division of Dumaguete City were the research respondents. It utilized Spearman Rank Correlation Coefficient, percentage, weighted mean, mean, and Point biserial Correlation. The results revealed that the 3 phases of cooperative learning heave a "high" extent of implementation. Moreover, the data revealed that pupils' performance in doing group performance task is "very satisfactory" which means that they have developed these skills and understanding. In addition, there is no significant relationship between the extent to which teachers implement the 3 phases of cooperative learning and the pupils' group performance task. Lastly, the relationship between the profile (sex and number of training related to performance task activity) of the teachers and the extent to which they implement the 3 phases of cooperative learning have no significance." --Abstract

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