CHAPTER I

THE PROBLEM
Introduction
Two heads can learn better than one. This saying is very true for students in a

classroom. The discovery that information can be found from sources other than the

teacher- the experience, knowledge and perceptions of team members (learning

community)- expands the resources of the learner. They have more opportunities to

actively participate in their learning, question and challenge each other, share and

discuss their ideas.

Payne and Whittaker (2000) stated that one of the most important strategies for

activating the students in the learning process is employing cooperative learning

strategies such as study groups and also providing an opportunity for discussion,

exchange of views, and question and answer. Armstrong (2006) issued that cooperative

learning can facilitate social and emotional growth by creating small learning

communities where pupils have roles in decision making. A safe school climate can

provide opportunities in these cooperative groups for student expression of ideas and

engaged discussion of the curriculum.

DepEdOrder No. 63, series of 2010 - Enhancing Deped Order #81, S. 2009

Strengthening the Implementation of the Multigrade Program in Philippine Educationis

one of the viable mechanisms for increasing access to quality elementary education.

The MPPE shall be implemented in schools located in far flung areas where enrolment

will not warrant the opening of mono-grade classes. Children with different skills and

abilities are learning to work together with the guidance and supervision of one teacher.

In this connection, teachers working in multigrade settings, which have wide range of

learners, have to plan their work in a way that the learners of different grades are
 2

purposefully engaged in their studies and activities. It is perceived that they have

various teaching schemes designed in order to maximize shared learning opportunities

of the pupils.

Moreover, it was perceived by the researcher that more use of cooperative

learning strategies should be employed in order to maximize shared learning

opportunities which could importantly build the social skills of the pupils. Hence, in view

of the cooperative learning strategies and social skills in multigrade setting, the

researcher is encouraged to undertake this research.

Statement of the Problem

This study aimed to find out the influence of cooperative learning strategies to the

social skills of pupils in multigrade setting.

Specifically, this attempted to answer the following questions:

1. To what extent do the teachers usecooperative learning strategies?

2. What is the level of social skills of the pupils in terms of:
2.1 social play and emotional development;

2.2 emotional regulation; and

2.3 communication skills?

3. Is there a significant relationship between the cooperative learning strategies

and the social skills of the pupils?

Significance of the Study

The study was undertaken to find out the level of cooperative learning strategies

used by teachers and the level of social skills of multigrade pupils. It is hoped that the

result of this study would be great of help to the following:

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Foremost, this study could give deep insight and knowledge to the administrators

that would serve as a basis for them about the learning strategies to be used by

teachers in organizing pupils in multigrade classes. It would provide guidance to the

faculty and curriculum leaders regarding the use of cooperative learning on social skills

of pupils.

In addition, this may also give the teachers a better understanding of the idea on

how they will organize their pupils to interact with peers or groups. To an increasing

extent, teachers should see the learning benefits promised by the research, and as their

expertise and confidence in implementing the method continue to grow, student

evaluations of the team experience should be improved. Most importantly, this will give

them satisfaction of knowing that they have significantly helped prepare their students

for their professional careers.

Students learn to relate to their peers and other learners as they work together in

group. This can be helpful for students who have difficulty with social skills. They can

benefit from interactions with others.

Furthermore, this would enable the researcher to develop important character

traits like patience, and deep concern on the cooperative learning strategies used by

teachers and understanding the level of social skills of multigrade pupils.

Lastly, the finding may serve as a catalyst for future research and study on the

influence of cooperative learning strategies on the social skills of pupils in a multigrade

classroom.

Scope and Delimitation

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The parameters of the study focused on the cooperative learning strategies used

by teachers and social skills of multigrade pupils. Specifically, the social skills of the

pupils were delimited to social play and emotional development, emotional regulation,

and communication skills.

Moreover, this study was conducted last July, 2015 involving purposively

sampled respondents composed of ninety-six (96) multigrade pupils in grades V and VI

in four schools in South Fatima District of General Santos City during the school year

2015-2016. These schools are the following: Aspang Elementary School, Bagong Silang

Elementary School, Blagan Elementary School and Datal Salvan Elementary School.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that give

significant ideas which will help in the development of this study.

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Cooperative Learning Strategies

Cooperative learning is defined as a teaching arrangement in which small groups

of students work together to attain a common goal. Students inspire and support each

other, and assume responsibility for their own and each other's learning, work group

related social skills, and to evaluate the group's performance. Cooperative learning

involves students working together in small groups to accomplish shared goals.

(Gillies, R., 2007) Informal cooperative learning involves students working in small

groups for a few minutes to help students process what has been taught, to think

about a particular question, to assist the teacher to identify and address any

misunderstandings about the content, etc. Formal cooperative learning consists of

students working together, for one class period over several weeks to achieve

shared learning goals and complete jointly specific tasks and assignments (Johnson,

Johnson & Holubic, 2008). Base groups are long-term, heterogeneous cooperative

learning groups with stable membership. Members primary responsibilities are to

(a) provide one another with support, encouragement, and assistance in completing

assignments; (b) hold one another accountable for striving to learn; and (c) ensure

that all members are making good academic progress. Typically, cooperative base

groups are heterogeneous in membership, especially in terms of achievement,

motivation and task orientation. They meet regularly for the duration of the class.

(Johnson, D.W. & Johnson, F.P., 2009)

As cited by Johnson (2000), cooperative learning is well recognized as a

pedagogical practice that promotes learning, higher level thinking, prosocial behaviour,

and a greater understanding of children with diverse learning, social and adjustment

needs (Cohen, 1994). In fact, Johnson et al. (2000) have suggested that there is no

other pedagogical practice that simultaneously achieves such diverse outcomes.

 6

Interest in co-operative learning has burgeoned over the past three decades as more

research has been published that clearly demonstrates the benefits which accrue to

students who work cooperatively as opposed to those who work in traditional

classrooms.

As cited by Robyn Gillies and Adrian Ashman (2003), during the two decades

before World War 2, a number of studies on individuals behaviours in groups

demonstrated that their behaviours changed when they were exposed to the influence

of others. For example, Allport (1924) found that there was a distinct increase in the

quantity and quality of individuals work when they were able to see and hear others

working; Watson (1928) noted that groups think more efficiently than the best member

of the group working alone; and Shaw (1932) observed that individuals were more

productive when they worked in groups than when they worked alone. In fact, Mead

(1937) observed that people worked cooperatively when they sought to obtain mutual

outcomes, and May and Doob (1937) noted that individuals co-operate when they are in

close contact and expected to work together to achieve a shared goal. In contrast,

individuals compete when they have limited contact and are not expected to achieve a

shared goal. In effect, the expectations placed on groups affect how members behave

towards each other.

Many consider Vygotsky as father of group learning. He was dissenting

education in many ways and controversially argued for educators to assess students

ability to solve problems. The idea of cooperative learning has a lot to do with

Vygotskys idea of the zone of proximal improvement. The idea considers what a

learner can do if aided or influence by peers and adults. By viewing this model for
 7

learning, we might consider cooperation to increase the students awareness of other

ideas and concepts. This implies the idea that tasks, which are too difficult for children

to master alone, can be learned with guidance and assistance from adults, more-skilled

children, or more knowledgeable others. The zone of proximal development captures

the childs cognitive skills that are in the process of maturing, and these skills can only

be honed with the assistance of more-skilled persons. Vygotsky explained that the

upper limit in the zone of proximal development cannot become fruits without social

interactive support from peers and teachers.

A learning exercise only qualifies as cooperative learning to the extent that the

five listed elements are present. Those students learn through an active learning

approach not only learn better but also enjoy much more from the learning experience.

According to Payne and Whittaker (2000), one of the most important strategies for

activating the students in the learning process is employing the "study groups" in the

class. And it also provides an opportunity for discussion, exchange of opinions like

debates, and question and answer. It seems that making the students active through a

cooperative approach will be executed better, for in this way better opportunities will be

provided for students to discuss and exchange their views with one another.

As cited by Siegel(2005), the goal of cooperative learning is to have the teacher as

the facilitator and to assist the students in order for them to become more independent

learners (Halpern, retrieved 2005). In order to increase student academic achievement,

cooperative learning offers an alternative to traditional, instructional teaching.

Throughout cooperative learning, students are actively involved with the content and

with other learners. In order for a successful implementation of cooperative activities,

 8

the activities should be planned, organized, and structured with other tasks that are

related to the objectives (Halpern, retrieved 2005). Think-pair-share (discussions among

pairs of students), jig-sawing (used to gather a lot of information in a short amount of

time by dividing tasks among group members), role playing (acting out the social skills),

and graphic organizers (t-charts, concept maps, KWL, and the fishbone) are useful

cooperative learning strategies in order to assist with the instruction of the appropriate

social skills (Bremer, 2004).

As cited in Teaching Learning Strategies in Learning Classrooms, Collingwood's

book, Multiclass Teaching in Primary Schools, a handbook that was published in 1991

by the UNESCO Office for the Pacific States, below are methods to use for teaching in

multigrade classrooms.

Whole Class teaching is mainly the most common used strategy, as it is clearly

indicated by its name, the class is considered as a whole and the teacher teaches

students within a common framework;

Separate class teaching let your student with discussion forums allow teachers to

restrict interaction between students. Separate groups mean only students in the same

group can see and participate in discussions within a particular forum;

Ability grouping is the practice of making student groupings based on ability and

achievement in an attempt to provide instruction specifically relevant to each group's

needs (Helen Davidson, 2009);

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Friendship groups are formed by members choosing people who enjoy similar

social activities, political beliefs, religious values, or other common bonds. Members

enjoy each other's company and often meet after work to participate in these activities;

Peer tutoring is a flexible, peer-mediated strategy that involves students serving

as academic tutors and tutees. Typically, a higher performing student is paired with a

lower performing student to review critical academic or behavioral concepts (Brittany

Hott and Jennifer Walker, 2012);

Think, Pair, Share, after whole-class instruction, individuals think about what

strategies they would use for approaching the investigation. Students should write down

their ideas. After a time, have pairs meet to share their ideas and strategies. This

approach helps encourage divergent thinking and provides students with immediate

feedback on their approaches to problem solving (Catherine Valentino, 2000);

Role play is learning how to best handle a situation by practicing interactions

and trying out different approaches. Students may act out situations, problems, and

issues in a safe setting and develop their skills. Role play is a very effective

instructional method proven to increase self-efficacy and impact student

behaviorparticipation in course role plays have led to higher satisfaction of usefulness

and greater teaching improvement. The teacher usually provides rubrics or criteria in

evaluating the group and individual performance. (Johansson J, Skeff KM, Stratos

GA., 2012);
 10

Group Study most often occurs after a session of whole-group instruction. After

the main concept is discussed as a class, the teacher lets the students get into small

groups of two to four to complete a cooperative assignment that reinforces, expands on,

or tests their knowledge. Groups can brainstorm ideas or complete various explorations

or investigations;

Three-step interview whichis an effective way to encourage students to share

their thinking, ask questions, and take notes. It works best with three students per

group, but it can be modified for groups of four. This structure can be used as a trust-

builder, and also for opinion questions, predicting, evaluation, sharing book reports, etc.

(Bennett, Barrie, and Carol Rolheiser, 2001);

Just as in a jigsaw puzzle, each student has a piece of information that is

essential for the completion and full understanding of the final artifact, such as a patient

profile, an individual education profile or an authors biography. Students work together

in groups to share their knowledge with other group members. This means that every

student is both an expert and a receiver of knowledge. If each student's part is

essential, then each student is essential; and that is precisely what makes this strategy

so effective in large groups; and

Roundtable can be used for brainstorming, reviewing, or practicing while also

serving as a teambuilding. The teacher asks a question which has multiple answers.

Students take turns writing one answer on the paper, then passing the paper and pencil

clockwise to the next person. When time is called, teams with the most correct answers

are recognized. Teams reflect on their strategies and consider ways they could improve.
 11

Simultaneous form: Each student starts a piece of paper, writes one answer, and

passes it, so several papers are moving at once (Kagan, 2002).

As cited by Robyn Gillies and Adrian Ashman (2003), children were

encouragedto facilitate each others efforts by providing explanations and information to

assist understanding, constructive feedback to improve performance with a task, and

access to needed materials and resources. In so doing, they exchange ideas and teach

each other how to solve problems. One of the benefits of these exchanges is an

increased awareness of what other children do not understand and this enables them to

provide help that is more easily understood (Webb and Farivar 1994). When this

happens, children are likely to feel accepted and valued, less anxious and stressed, and

willing to reciprocate and help others in turn. Furthermore, as children interact they are

more likely to get to know each other as individuals, and this forms the basis for caring

and committed relationships (Johnson et al. 1990).

The Basic Principles of Cooperative Learning adapted from Johnson, Johnson,

and Holubec(1994) as cited by Christine Foster (2012)in The Nuts & Bolts of

Cooperative Learning.

Positive Interdependence is the first principle of cooperative learning. Positive

interdependence is achieved when group members perceive that they are linked to one

another in a way that one succeeds when everyone else succeeds. Group goals and

tasks are designed and communicated in ways that make them believe they sink or

swim together. Each group members efforts are required and indispensable for group

success and each group member has a unique contribution to make to the joint effort
 12

because of his or her resources, experience and/or role and responsibilities. This

principle develops skills in interpersonal communication.

Individual (and group) accountability is a second important element of

cooperative learning. Two levels of accountability have to be structured into cooperative

lessons. The group must be accountable for achieving its goals and the individual must

be accountable for contributing his/her share of the work. Individual accountability

exists when the performance in each individual is assessed and the results are given

back to the group and the individual in order to ascertain who needs more support.

Students learn together so that each student subsequently gains greater individual

competency.

Group processing is a third basic component of cooperative learning. Group

processing occurs when group members discuss to their teacher how well they are

achieving their goals and maintaining effective working relationships. Groups need to

identify what member actions are helpful and unhelpful and make decisions about what

behaviors to continue or change. The goal is continuous improvement of group

effectiveness and the learning process through analysis of how members are working

and learning together. The teacher usually provides feedbacks on group performances.

Reinforcements like rewards and grades are given to the group.

Social/collaborative/team work skills are another essential component of

cooperative learning structures. Cooperative learning is inherently more complex than

competitive or individualistic learning because students have to engage simultaneously

in learning academic subject matter or skills (task work) and functioning effectively as a

group (team work). These social or collaborative skills need to be taught to students
 13

just as purposefully as academic skills. Leadership, decision-making, conflict

resolution, establishing group goals and a group agenda, communication, analysis and

distribution of work and other skills are needed to help groups manage both team work

and the task of learning new material effectively. Teachers need to structure tasks and

teach the social/team skills needed to engage successfully in the task and they usually

assign special roles to the group members.

Interaction (preferably face-to-face) is the final element of cooperative learning

activities. Students need to do real work together in which they share resources, help,

support, encourage each others efforts. Students develop cognitive and interpersonal

skills as they teach each other what they know, discuss concepts, engage in group

problem-solving, connect present to past learning, check their understanding etc.

Teachers can build learning activities that promote this interaction.

As cited by Robyn Gillies and Adrian Ashman (2003), it is important that the

teacher debrief co-operative activities with children after they are completed, and help

them reflect on the activity and the ways in which their interactions could be improved.

Reflecting on the problems and successes encountered in cooperative activities

maximizes childrens ability to learn from their experiences, and thus helps to establish

their inclination to be lifelong learners and to be personally committed to values of

caring, justice and personal responsibility (Watson et al., 1988). When the inevitable

problems and conflicts occur during co-operative learning activities, the teachers goal

should be to facilitate the childrens social development, rather than circumventing it by

immediately intervening to solve the problem for the group. Sometimes, just the

teachers supportive presence is sufficient to help children to muster the self-control

 14

needed to keep their behaviour organized and do what they need to do for successful

interaction (Howes and Ritchie 2002). At other times more direct support may be

needed.

Donald R. Paulson(2003) argued that for more complex projects, where many

heads are better than one or two, you may want to have students work in groups of

three or more. Generally, cooperative learning is better to form heterogeneous groups

(with regard to gender, ethnicity, and academic performance), particularly when the

groups will be working together over time or on complex projects; however, some of

these techniques work well with spontaneously formed groups. Cooperative groups

encourage discussion of problem solving techniques ("Should we try this?", etc.), and

avoid the embarrassment of students who have not yet mastered all of the skills

required. To encourage more cooperation in the group, the teacher monitors and

intervenes in the group work. Sometimes, just the teachers supportive presence is

sufficient to help children to muster the self-control needed to keep their behaviour

organized and do what they need to do for successful interaction(Howes and Ritchie,

2002).

In DepEd Order No. 31, s. 2012 entitled Policy Guidelines on the

Implementation of Grades 1 To 10 of the K to 12 Basic Education Curriculum Effective

SY 2012-2013, the provision of a separate period for independent and cooperative

learning (on top of their adoption by teachers as a teaching strategies or instructional

activity) is an option that schools might wish to consider for classes that can benefit the

most from such class programming.

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From a meta-analysis of the research in cooperative learning, outcomes of

cooperative learning include the increased effort of students to achieve and produce

high quality work (Johnson, Johnson, &Stanne, 2000). When working cooperatively,

students also increase their psychological adjustment to the environment and

competence in team skills while building positive relationships and establishing trust

between group members. Students learn to set and meet goals individually and as a

team. The results obtained from a study by Erdem (2009) indicate that cooperative

learning: 1. can lead to 'task division' among the students; 2. can help solve the social

problems brought about during the interactions; 3. form constructive and supportive

peer relations and; 4. help students have an optimum use of time.

The discovery that information can be found from sources other than the teacher-

the experience, knowledge and perceptions of team members (learning community)-

expands the resources of the learner. They have more opportunities to actively

participate in their learning, question and challenge each other, share and discuss their

ideas, and internalize their learning. Along with improving academic learning,

cooperative learning helps students engage in thoughtful discourse and examine

different perspectives, and it has been proven to increase students' self-esteem,

motivation, and empathy.

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Social Skills

Man is a social being influencing the conduct of others and being influenced by

their behavior, in his turn. Social relationships depend upon the mutual adjustment

between such behaviors. Every society has some norms and standards regarding social

development. A child who accepts and obeys the traditions, customs and adjusts with

the social norms is said to be sociable.

The classroom is one such environment children must learn to navigate.

Successful learning requires students to interact closely with teachers and peers. In

addition to their general importance for daily interaction, social skills can have a big

impact on a childs ability to succeed in an academic setting. The classroom becomes

both a training ground for development of social skills and an arena in which those skills

are put to use.

In the book of Gillies and Ashman (2003), the social context for learning is a key

feature of peer-mediated discussion approaches. One of the more prominent theoretical

perspectives on how students learn from interacting with others is based on the social

constructivist view of Vygotsky (1978). According to this perspective, childrens mental

 17

functioning develops first at the interpersonal level where they learn to internalize and

transform the content of interpersonal interactions with others, to the intra-personal level

where it becomes part of their repertoire of new understanding and skills. In essence,

children learn by interacting with adults or more capable peers who scaffold or mediate

learning so that they are able to complete tasks they could not do alone.

Another perspective on small group learning is based on Piagets (1932) theory

of sociocognitive conflict, which occurs when children are forced to re-examine their

understandings and perspectives in the light of contradictions that occur from interacting

with others. When this happens, children reflect on their own understandings, seek

additional information to clarify the contradictions, and attempt to reconcile their

perspectives and understandings to resolve any inconsistencies.

In summary, the Vygotskian and Piagetian approaches represent two

perspectives on how children learn from each other. On one hand, the social

constructivists perspective proposes that more capable peers and adults scaffold or

mediate learning by providing the language and strategies for problem-solving. On the

other hand, the personal constructivists perspective proposes that when children

interact with others, they are challenged to reconsider their own understandings, seek

additional information on how to resolve conflicts, and reconcile differences between

themselves and others.

Social skills support the positive development of healthy adult relationship with

peers. Hair, Jager and Garret (2002) observed that children who have strong social

skills, particularly in the areas of conflict, emotional intimacy and the use of pro-social

behaviors are more likely to be accepted by peers, develop friendships, maintain strong
 18

relationship with parents and peers, are considered effective problem solvers, cultivate

greater interest in school and perform better academically. Social skills are not the same

thing as behavior. Rather, they are components of behavior that help an individual

understand and adapt across a variety of social settings. Walker (1983) defines social

skills as a set of competencies that a) allow an individual to initiate and maintain

positive social relationships, b) contribute to peer acceptance and to a satisfactory

school adjustment, and c) allow an individual to cope effectively with the larger social

environment. Social skills can also be defined within the context of social and

emotional learning recognizing and managing our emotions, developing caring and

concern for others, establishing positive relationships, making responsible decisions,

and handling challenging situations constructively and ethically (Zins, Weissbert, Wang,

& Walberg, 2004). With this understanding, researchers and educators seek to evaluate

and build students social skills within a variety of social contexts.

As cited by Tallat Rashid (2010), according to Morgaun, social skills are

"behaviors that not only provide the possibility for initiating and maintaining interactive

and positive relationships with the others, but also bring about the potential capability for

achieving the goals in association with the help provided from the others (quoted from

Cartledge & Kiarie, 2001).Coleman and Lindsay (1992) found social skills as the

cognitive functions that an individual engages when interacting with others, including

both verbal and nonverbal behavior and skills. Caldarella and Merrell (1977) derived

taxonomy from their review that included five broad dimensions of social skills: (a) peer

relations skills (b) self- managements skills (c) academic skills (d) compliance skills, and

(e) assertion skills.

 19

National Association of School Psychologists Center (2002) noted that good

social skills are critical to successful functioning in life. These skills enable to know what

to say, how to make good choices, and how to behave in diverse situations. Murphy

(2005) found that underdeveloped social skills could lead to isolation, loneliness, and

frustration. Failure to develop adequate social skills can lead to negative feelings, self-

doubt, and low self-esteem. While James (2002) contended that Social Skills are the

foundation for getting along with others. A lack of Social Skills can lead to behavioral

difficulties in school, delinquency, inattentiveness, peer rejection, emotional difficulties,

bullying, difficulty in making friends, aggressiveness, problems in interpersonal

relationships, poor self-concept, academic failures, concentration difficulties, isolation

from peers, and depression.

As cited by Lisa M. Spath (2009), it is recognized that the developmental and

social factors involved in learning by citing principles targeting these factors in their

Learner-Centered Psychological Principles. The developmental factors influence

learning when the individual differences of development of physical, intellectual,

emotional and social areas are addressed. Each person has different experiences

throughout their lifetime that either create or place limits on their learning. Social

influences on learning include relationships and effective communication with others.

Opportunities to be exposed to social interactions can provide development of skills that

will assist in developing interpersonal skills that can benefit communication with others.

Some children may not be provided a model at home to demonstrate beneficial

interpersonal and communication skills, but teachers have an opportunity to model and
 20

integrate these skills throughout the day as the pupils interact with one another (The

American Psychological Association (APA), 1997).

In a study by Mitchell, Woloshyn & Elliot (2003), people do not know instinctively

how to interact effectively with others. Nor do interpersonal and group skills magically

appear when they are needed. Students must be taught these skills and be motivated to

use them. If group members lack the interpersonal and small-group skills to cooperate

effectively, cooperative groups will not be productive.Teaching students interpersonal

and small-group skills produces both short-term and long-term outcomes (Johnson and

Johnson 1989). Short-term outcomes include greater learning, retention, and critical

thinking. Long-term outcomes include greater employability and career success.

Students assigned to the explicit-training condition participated in conversations

that addressed the overall value of cooperative learning and the specific value of

effective communication skills and inclusive practices. The literature suggests that when

students participate in such conversations, their communication skills improve, as does

the quality of their academic products and related learning. At the same time, social

skills improve within the classroom, motivation appears stronger and acceptance and

friendliness among peers increases (Ashman & Gillies, 1997; Battistich, et al., 1993;

Lazarowitz, Hertz-Lazarowitz, &Barid, 1994; Slavin 1990; 1994). It was therefore not

surprising that the students in the explicit condition expressed more favourable

responses to working cooperatively and rated themselves as more tolerant and

accepting of others than did their peers.

Social Play and Emotional Development.As cited by Carolyn Tomlin (2001),

play has been defined as voluntary activity tailed without ulterior purpose and generally,
 21

with enjoyment or expectation of enjoyment (English & English). Maturation and

socialization develop during all stages of childhood through the use of play. Partens

play theory (1932) and English & English (1958) continue as some of the guidelines

from which present educators measure their standards. Historical artifacts and

documents prove that children have been playing since earliest times. Toys have been

found in the ruins of ancient China, Egypt, Babylonian and other civilizations. Once

thought to be sinful and a waste of time, childrens play today is considered an

important, if not critical, aspect of social and personality development. Bruner (1975)

stated that Play is the principal business of childhood. Ellis (1973) added that play

fosters the behavioral variability of an individual, and therefore a species. This increases

the probability of future adaptations to unpredictable circumstances where behavioral

flexibility is an advantage.Lisa Dietz (2013) stated that cooperative games are likely to

be particularly useful when the cooperative atmosphere is being built, and for young

children who have difficulty controlling the strong emotions that often accompany

winning and losing.

As cited by Battistich and Watson(2003), there is no question that children need

to interact with other children. This desire to play derives from the basic human need to

belong to a group (Baumeister and Leary 1995), which results in an intrinsic motivation

to co-operate with others towards some common goal. For young children in particular,

interest in co-operative play with others comes primarily from the need for social

interaction, rather than from the specific content of the activity (DeVries and Zan 1994).

Such co-operative interactions are essential for developing childrens emerging

 22

understanding of fundamental social values of justice, caring and fairness, as well as

their social skills and understanding.

As cited by Zrinka Peters (2014), one of the easiest ways parents can help their

children develop socially and emotionally is by the simple act of playing with them.

"When parents take the time and make the effort to play games with their children, this

gives the children a sense that they are important in their parents' lives and that the

parents really care about them, says David Elkind, author of The Power of Play.This is

the basis of solid self-esteem."Elkind reasoned that the time spent playing is directly

related to school success. "All of this game playing and social learning makes it easier

for children to learn in a school setting where they are interacting with adults and have

the basic social skills that are the basis for formal learning, he says. These are the

ability to listen to an adult and to follow instructions, to start a task and bring it to

completion on their own, and to work cooperatively with other children.

As cited by J.P. Isenberg| M. R. Jalongo (2014), it is discussed that play supports

emotional development by providing a way to express and deal with feelings. Pretend

play helps children express feelings in; simplifying events by creating an imaginary

character, plot, or setting to match their emotional state; compensating for situations by

adding forbidden acts to pretend play; controlling emotional expression by repeatedly

reenacting unpleasant or frightening experiences; and avoiding hostile consequences

by pretending that another character, real or imaginary, commits inappropriate acts and

suffers the consequences (Piaget, 1962). In addition to that, expressing the childrens

feelings, they also learn to cope with their feelings as they act out being angry, sad, or
 23

worried in a situation they control. Pretend play enables them to think out loud about

experiences with both pleasant and unpleasant feelings (Erickson, 1963).

In our fast stepped society, playtime can seem like a thing of the past even a

waste of time. Days are often frantic, and it's all too easy to drive back children's desires

for to play with them until "later. Clearly, young children need to be taught how to win or

lose with grace, but such teaching might best wait until the children have had more

opportunities to learn how to play co-operatively with success or until the classroom has

developed a general spirit of co-operation. Hildebrandt and Zan (2001) found that the

third to sixth grade children in their study engaged in higher levels of negotiation and

shared experiences when playing cooperative games.

Emotional Regulation. We all experience instants when our emotions control

our actions. When this happens, we often regret the things we say or do and hope that

we had been able to keep our emotions. The skills in emotion regulation build on each

other. As we learn each little piece and practice it, we are placing another building block

in the structure of our own emotion regulation, learning little by little how to handle

negative emotions and how to build positive ones.

 24

Emotional regulation is the unit in which we learn to understand how our

emotions work, and the skills we need to manage our emotions instead of being

managed by them, to reduce how vulnerable we are to negative emotions, and to build

positive emotional experiences. Our emotions change and often drive our behavior. A lot

of our behavior focuses around finding ways to get our emotions validated or to get rid

of the pain in some way.

According to Kristalyn Salters-Pedneault (2014), emotional regulation refers to a

persons ability to understand and accept his or her emotional experience, to engage in

healthy strategies to manage uncomfortable emotions when necessary, and to engage

in appropriate behavior (e.g., attend classes, go to work, engage in social relationships)

when distressed. It is an important idea with an unfortunate name. When we help

children learn to regulate their emotions, we are doing much more than helping them

control their temper. Yes, we need to teach them -- and to insist -- that if they want to

talk with us about a problem, they must speak to us calmly. But emotion regulation is

much more than anger management.

Emotions are contagious; that is, they are transferred in a seemingly automatic

way from one person to another. Neumann and Strack (2000), for example, found that

when individuals listen to another person read a speech, the tone of the persons voice

(happy, neutral or sad) can influence the listeners moods even though they are

concentrating on the content of the speech and not on the readers emotional state. This

contagion creates an emotional interdependence among the emotions of individuals in

the same situation; that is, emotions tend to be correlated positively within most

situations.
 25

As cited by Gillies and Ashman (2003), not only are emotions contagious, but

that in groups they become amplified so that the level of the emotion is intensified.

Shared feelings tend to be more powerful and meaningful than feelings experienced in

isolation. In most situations, therefore, it is difficult to conceive of a persons emotions as

independent from the emotions of the other participants. Emotions are social in that

typically they are influenced by the actions and emotions of the people with whom a

person is interacting (Le Bon, 1960).

Communication Skills. Being able to communicate effectively is the most

important of all life skills. Communication is simply the act of transferring information

from one place to another, whether this be vocally (using voice), written (using printed or

digital media such as books, magazines, websites or emails), visually (using logos,

maps, charts or graphs) or non-verbally (using body language, gestures and the tone

and pitch of voice).

The purpose of communication is to get your message across to others clearly

and unambiguously. Doing this involves effort from both the sender of the message and

the receiver. And it's a process that can be fraught with error, with messages often

misinterpreted by the recipient. When this isn't detected, it can cause tremendous

confusion, wasted effort and missed opportunity. It is one of the most essential tools that

provide interpersonal cohesion, and is highly effective in the emergence of healthy and

stable relationships (Sahin, 2008).

In fact, communication is only successful when both the sender and the receiver

understand the same information as a result of the communication. By successfully

getting your message across, you convey your thoughts and ideas effectively. When not
 26

successful, the thoughts and ideas that you convey do not necessarily reflect your own,

causing a communications breakdown and creating roadblocks that stand in the way of

your goals both personally and professionally(Sage, 2000).

As cited by Robyn Gillies and Adrian Ashman (2003), effective spoken

communication requires being able to express your ideas and views clearly, confidently

and concisely in speech, tailoring your content and style to the audience and promoting

free-flowing communication. For example, Vaughan (1996) introduced co-operative

learning into a classroom environment characterized by disrespect, unfairness and

intolerance between 10- to 12-year-old boys and girls. She found that co-operative

learning resulted in more collaboration, less competitive behaviour, improved

communication skills, better tolerance and respect for others, improved self-esteem,

and a more positive and productive classroom in general.

When children work together on group tasks, they often provide information,

prompts, reminders and encouragement to others requests for help or perceived need

for help. In fact, Webb and Farivar (1994) observed that children are often more aware

of what other children do not understand, so, by helping them to focus on the relevant

features of the problem, they can often explain it to them in a way that can be readily

understood. Moreover, as children interact together, they have opportunities to model

their thinking, reasoning and problem solving skills on each other, receive feedback, and

as a result socially construct new understandings, knowledge and skills (King 1999).

When they have to justify or explain their position or ideas to others, they are forced to

reorganize their understandings so that their explanations can be easily understood. In

 27

so doing, they often develop better comprehension of the problem than before and this,

in turn, has a positive effect on their own learning and performance (Wittrock 1990).

In a study by Faith A. Brown (2008), there is need to improve certain aspects of

cooperative learning practice to make it more enjoyable and interesting. Also, it may be

concluded that cooperative learning breaks the pattern of silence among the students of

the University of Botswana: 75.8% of the respondents claim cooperative learning

enhanced their communication skills.

 28

Relationship between Cooperative Learning and Social Skills

Schools today are under great pressure to create safe, orderly, learning

environments that encourage social as well as academic skills that allow students to

succeed in school and in their future endeavors. It is with the implementation of

cooperative learning strategies that these teachers hope to improve interactions within

their classrooms. Interactions are well promoted in small group learning activities. The

use of cooperative learning in small groups allows students to interact more freely,

develop greater social skills and participate more actively in the learning process.

As cited by Gillies and Ashman (2003), education was a process of living and

that schools had a responsibility to capture childrens interests, to expand and develop

their horizons, and assist them in responding appropriately to new ideas and influences.

Moreover, learning should be an active and dynamic process based on childrens

expanding curiosity in their world. It should be child-centered and responsive to the

childs own developing social interests and activities. In this regard, schools had a

responsibility to build on students natural interest in their social environment by

fostering interpersonal communication and group involvement. By interacting with

others, children receive feedback on their activities, they learn socially appropriate

behaviours, and they understand what is involved in co-operating and working together

(Dewey 1940).

According to the Education Research Consumer Guide, student achievement in

cooperative learning is best promoted when two necessary key elements, group goal

and individual accountability, are used together. In order for members of a group to

reach the common goal (the group goal), they must utilize adequate collaborative social
 29

skills to function successfully. Armstrong (2006) issued that cooperative learning can

facilitate social and emotional growth by creating small learning communities where

pupils have roles in decision making. A safe school climate can provide opportunities in

these cooperative groups for student expression of ideas and engaged discussion of the

curriculum. Using these developmentally appropriate practices can foster positive social

relationships. Naylor (2000) showed that instruction in classes of combined grades can

provide students with increased opportunities for social and emotional growth. Pupils

have been shown to do more collaborative and independent learning to have greater

development of social skills.

Cooperative learning encourages social and interpersonal development as

students learn how to work together and to appreciate diversity. Many studies credit the

approach with improved cooperative attitudes (Walters, 2004). Researchers have

advocated the implementation and use of cooperative learning in order to increase

student achievement and social skills development. They believe that teachers

successful implementation of cooperative learning strategies is paramount for a

successful classroom. They have also found that teachers should not modify any

cooperative learning strategies unless they expect limited success in their real-life

classrooms (Siegel, 2005). For young children in particular, interest in cooperative play

with others comes primarily from the need for social interaction, rather than from the

specific content of the activity (DeVries and Zan 1994). Such co-operative interactions

are essential for developing childrens emerging understanding of fundamental social

values of justice, caring and fairness, as well as their social skills and understanding.
 30

As cited by Robyn Gillies and Adrian Ashman (2003), interest in groups re-

emerged in the 1970s, stimulated, in part, by the empirical research on peer tutoring

that reported the academic and social outcomes of children assisting others to learn

(e.g. Brown et al. 1971; Cloward 1967; Epstein 1978; Gartner et al. 1971; Lane et al.

1972). These studies showed that peers could be trained to facilitate academic

accomplishments, reduce incidents of deviant and disruptive behaviour, increase work

and study skills, and teach social interactional skills (Damon 1984; Greenwood and

Hops 1981). A study of Johnson et al. (1983) found that cooperative learning

experiences promoted greater interpersonal attraction among homogeneous students,

students from different ethnic groups, and handicapped and non-handicapped students.

Johnson and Johnson (1985) identified eleven variables that potentially mediate or

moderate the relationship between cooperation, productivity and interpersonal

attraction. Sharan (1980) found that children perform more effectively in small groups

(e.g. peer tutoring and group investigation) than they do when they work in traditional

whole class settings. He attributed this to the interpersonal exchanges among group

members which helped to clarify misunderstandings, and developed their problem-

solving skills. The interpersonal exchanges among students who worked in the different

types of small groups increased helping behaviour, perceptions of being helpful to

others, and a sense of being able to manage the classroom demands.

The studies and reviews by Johnson et al. (1983), Johnson and Johnson (1985)

and Sharan (1980) confirm cooperative learning as an effective teaching strategy that

can be used to enhance achievement and socialization among students and contribute

to improved attitudes towards learning and working with others, including developing a
 31

better understanding of children from diverse cultural backgrounds. Students felt more

liked, accepted and included than their peers in traditional classroom settings, and

these feelings extended to the development of positive cross-ethnic relationships.

Co-operative learning activities provide an ideal vehicle for teachers to structure

the environment for successful peer interactions and to provide students with the

coaching and support they need to develop their social and emotional skills and

understanding. Co-operative learning in early childhood can develop positive attitudes

towards school and learning, and towards peers, and can provide abundant

opportunities for learning how other people think, for developing language skills, and for

learning how to solve interpersonal problems. Children who learn to interact

successfully with their peers during the preschool and early elementary years tend to be

well accepted by their peers throughout their school career, while children who fail to

learn these skills in the early grades tend to be rejected by their classmates throughout

their school career (Coie 1990).

A great strength of co-operative learning is that it provides teachers with many

opportunities to instruct children in the social, emotional or moral domains at a time

when such instruction is immediately relevant. Howes and Ritchie (2002) compare such

embedded instruction or support to coaching and present convincing evidence of its

effectiveness in the early childhood classroom. Embedding instruction in the context of

ongoing classroom learning is similar to the ways that nurturing parents instruct children

in the social and moral domains, and is likely to be more effective than decontextualized

lessons in good character or social skills (Noddings, 2002). If young children are to

benefit as much as possible from co-operative learning, it is imperative that the teacher
 32

observe their group interactions. Even with older children co-operative activities do not

always go well, and when the quality of interaction is poor, children do not benefit

either socially or academically.

Kadivar, Nejad, and Madadi (2007) argued that with competitive grading,

students at the top of a class feel good about themselves as learner while others feel

negative heterogeneous grouping is correlated with improved self-esteem for all

students, especially when coupled with students cooperatively and collaboratively

working on class projects and assignments, effective teacher use of the group process

in counseling or career exploration also increases self-esteem among students.

Anderson and Pavan (2003) reviewed 64 research studies on multi-age classes,

and determined that in most cases students in no graded, multi- age schools compared

to the traditional age-graded classes, do the same or even better academically and

socially. In a synthesis of the results of over 375 studies, Johnson and Johnson (2004)

cite evidence that interactive involvement among classmates may be one of the most

cost effective support system" for increasing social relationships of the pupils.

Two major components of the multi-grade classroom that contribute of the

achievement are as follow: first, according to Johnson (2004), the family like

atmosphere that reduces the incidence of social isolation and encourages risk taking

that is associated with meaningful learning and second, according to Kinsey(2001), the

dynamic of the returning older pupils (who have more classroom and educational

experience) engaging in coos- age interactions in learning activities. Also, he adds, a

consistent factor in the studies that show positive achievement outcomes for multiage

pupils over same-age pupils is the use of a developmentally appropriate approach to

 33

teaching, including team, cooperative group work, integrated curriculum and

encouragement of interactions among pupils.

As cited by Battistich and Marilyn Watson (2003), interactions among group

members are helpful in focusing the group on their goals. Promotive and useful

interactions can only be achieved when the social skills of students are well developed.

Positive peer relationships formed during cooperative learning can help develop the

social skills needed to bring about positive effects on student achievement. A thoughtful

and sequential approach to co-operative learning that attends closely to social

interaction skills and prosocial values can do much to contribute to young childrens

development of social interaction skills, social understanding and concern for others

(Watson et al. 1988).

In a study by Lourdes M. Ferrer (2004), social skills checklist was developed at

Lester University and used by National Institute of Education Singapore to determine

the social skills development in students as they used cooperative learning. It revealed

that the social skills that were always manifested in cooperative learning activities are

skills 1, 5 and 10 (staying on task with the group, contributing ideas & speaking politely).

Those that were exhibited by the students most of the time are skills 3, 4 and 7 (Taking

turns, Listening attentively & Interrupting appropriately). Skills 2, 6 and 8 (Speaking in

quiet voices, Asking questions & Encouraging one another) were sometimes

demonstrated by the students. Skill 9 resolving conflict was seldom manifested in

student interactions. When conflicts emerged out of group discussions, the students

simply sought the assistance of the teacher. Very little attempt was done (usually by a

few assertive male students) to resolve the conflict.

 34

As a whole, the study had shown the development of social skills in various

cooperative learning structures used by schools. The cooperative learning had a

significant relationship with the social skills of pupils. With the exception of one skill

(resolving conflict), cooperative learning has demonstrated its positive effect on social

development. Cooperative learning encourages social and interpersonal development

as students learn how to work together and to appreciate diversity. Many studies credit

the approach with improved cooperative attitudes (Walters, 2004). This concludes that

the use of cooperative learning in small groups allows students to interact more freely;

thus, greater social skills are demonstrated.

In a study by Faith A. Brown (2008), the results obtained that the highest number

more than three-quarter of respondents agree that cooperative learning helped

understanding (77.7%); fostered exchange of knowledge ,information and experience

(77%); and should be encouraged and continued (77%). Similarly, over three-quarter

(76.5% & 76.2% respectively) agree that cooperative learningfocused on collective

effort and gave learners greater responsibility for their learning. Also, three quarter of

the students (75.8%) agree that cooperative learning enhanced communication skills.

The least percentages of respondents agree that the atmosphere was relaxed (52%);

learners actively participated (57.7%); it was fun (60%); and made new friends (60%).

Further support to Multigrade Programs in the Philippines was institutionalized

through DECS Order No. 96, s. 1997 entitled Policies and Guidelines in the

Organization and Operation of Multigrade (MG) Classes. Traditionally, most of us have

perceptions that school is a venue of classes of one grade under one teacher in one

classroom. But unknown to many, in the Philippines, there are many schools in far-flung
 35

areas where school children of several grades are grouped as one class and they learn

under only one teacher. Children from grades on to three will conduct their classes

simultaneously in just one classroom.

School children in these schools are taught in non-traditional learning

environment. They learn to focus on their respective lessons without being bothered

and disturbed of one or two other grades studying in the same classroom. Some of

them finish elementary knowing only two teachers, one teacher in primary and another

in inter-mediate grades. In multigrade classroom, children with different skills and

abilities, different developmental levels and needs are learning and work together with

the guidance and supervision of one teacher. Learners at different age level and abilities

are also part of the of the traditional single grade classes just like the multigrade but the

big difference is on the expected learning outcomes. In a monograde class, pupils at

different age and abilities are expected to perform uniform learning competencies and

learn the same lessons, unlike in multigrade classes where pupils of different age and

different level of abilities are expected to learn different lessons and met different

objectives according to their grade. These situations justify the need to provide more

assistance to multigrade schools.

 36

Conceptual Framework

The researcher conceptualized that the frequent use of cooperative learning

strategies by teachers, the higher the social skills of the pupils in a multigrade setting.

This study is affirmed by John Deweys ideas that learning should be an active

and dynamic process based on childrens expanding curiosity in their world. It should be

child-centered and responsive to the childs own developing social interests and

activities. In this regard, he believed that schools had a responsibility to build on

students natural interest in their social environment by fostering interpersonal

communication and group involvement. By interacting with others, children receive

feedback on their activities, they learn socially appropriate behaviours, and they

understand what is involved in co-operating and working together.

Furthermore, Armstrong (2006) issued that cooperative learning can facilitate

social and emotional growth by creating small learning communities where pupils have

roles in decision making. A safe school climate can provide opportunities in these

cooperative groups for student expression of ideas and engaged discussion of the

curriculum.
 37

Independent Variable Dependent Variable

Cooperative Learning Social Skills of Pupils

Strategies
2.1 Social Play and

Emotional Development

2.2 Emotional Regulation

2.3 Communication Skills

Figure 1 shows the conceptual framework of this study.

 38

Hypothesis

There is no significant relationship between the cooperative learning strategies

and the social skills of pupils in multigrade setting.

Definition of Terms

The given key terms used in this research were defined both conceptually and

operationally for precision and specificity:

Cooperative learning. Conceptually, it refers to an educational method in which the

students cooperate in small groups for achieving a common goal (Gokhale, 2002).

Operationally, it is a strategy used by teachers in the classroom to organize their pupils.

Social skills. Conceptually, these are behaviors that bring about the potential

capability for achieving the goals in association with the help provided from the others

(Morgaun, 2001). Operationally, this refers to social play and emotional development,

emotional regulation, and communication skills of the pupils.

Social Play and Emotional Development. Conceptually, it is a voluntary activity

pursued without ulterior purpose and, on the whole, with enjoyment or expectation of

enjoyment (Tomlin, 2001).

Emotional Regulation. Conceptually, it is the unit which we learn to understand

how our feelings work (Lisa Dietz, 2013).

Communication Skills. Conceptually, it is simply the act of transferring information

from one place to another, whether this be vocally (using voice), written (using printed or

digital media such as books, magazines, websites or emails), visually (using logos,
 39

maps, charts or graphs) or non-verbally (using body language, gestures and the tone

and pitch of voice) (Sahin, 2008).

Multigrade. Conceptually, it is a class in which students of two or more adjacent

grade levels are taught in the one classroom by one teacher for most if not all of the day

(Kadivar, Nejad & Madadi, 2007). Operationally, this refers to four multigrade schools in

South Fatima District in General Santos City namely- Aspang Elementary School,

Bagong Silang Elementary School, Blagan Elementary School and Datal Salvan

Elementary School.
 40

CHAPTER III

METHODOLOGY

This chapter presents the methodology used in the conduct of the study. It

includes the research design, respondents, instrument, data gathering procedure and

the statistical treatment.

Research Design

This study utilized descriptive-correlational research design. Correlation is a

method of research that involves two or more variables from a single unit of analysis at

a particular time. It intends to explore the significant relationship that exists between the

said variables (Garnet, 2003).

This is appropriate for the study since it sought to determine whether the

cooperative learning strategies influences the social skills of pupils in multigrade setting

in terms of social play and emotional development, emotional regulation, and

communication skills.
 41

input process output

Students learn to
relate to their peers and
Independent Variable A questionnaire on the
other learners as they work
cooperative learning
Cooperative Learning together in group
strategies and the social
Strategies used by skills of pupils in enterprises. This can be
Teachers multigrade setting especially helpful for
students who have difficulty
Data Collection with social skills. They can
Descriptive-Correlative Method

Dependent Variable benefit from structured

Interpretation of Data
interactions with others.
Social Skills of
Multigrade Pupils Representation of Data

Figure 2 research design of the study

 42

Respondents

The respondents of this study were selected through purposive sampling. This

technique is appropriate for this study as Brown (2005) explained that purposive

sampling is based on the characteristics of the specific respondents who can provide

the best information to address the purpose of the research.

This study is composed of ninety-six (96) multigrade pupils in grade five and six

levels in four schools in South Fatima of General Santos City during the school year

2015-201. There are pupils in Aspang Elementary School, Bagong Silang Elementary

School, Blagan Elementary School and Datal Salvan Elementary School

Multigrade pupils are considered for this research because they were only those

who have experienced being in multigrade setting.

Locale of the Study

This study was conducted in four multigrade schools in South Fatima District in

General Santos City namely- Aspang Elementary School, Bagong Silang Elementary

School, Blagan Elementary School and Datal Salvan Elementary School.

Moreover, the said schools have multigrade classrooms which are located in the

considered remote areas of General Santos City. They combine two grade levels in one

classroom under one teacher for reason that each grade level has not reach required

minimum number of pupils to open a single grade class.

General Santos City lies at the southern part of the Philippines. It is located at

67N 12510E latitude. The city is southeast of Manila, southeast of Cebu and

southwest of Davao. The city is bounded by municipalities of Sarangani Province

 43

namely Alabel in the east, and Maasim in the south. It has an area of 492.9 km and

liesin the province of South Cotabato.

The historic EDSA Revolution, in February 1986, changed the political history of

GenSan. Mayor Acharon was relieved by the Ministry of Local Government and Hon.

Dominador A. Lagare was appointed as OIC City Mayor. With the local governments

dynamism and support under the leadership of Hon. mayor Rosalita T. Nuez, GenSan

became a Highly Urbanized City. The city earned for itself the nickname Boom City of

the South and also firmed up its mark in the international market as an exporter of

tropical fruits, yellow fin tuna, prawn and copra.

GenSan continued to grow as an influential economic center from 1992-1995

through the expertise in planing and economics of Hon. Mayor Adelbert W. Antonino. He

promoted the SOCSKSARGEN, (South Cotabato, Sultan Kudarat, Sarangani and

General Santos) growth region a unified force with redefined geographical boundaries

and economic borders. this is further boosted by the implementation of the Philippine

Assistance Program (PAP) Projects like the New General Santos International-Standard

Airport, Makar Wharf Development, Agro-Fishing Port Complex and a well-paved road

network connecting General Santos City to South Cotabato and Sarangani.

In June 2010, Hon. Mayor Darlene Magnolia R. Antonino-Custodio, after serving

the First District of South Cotabato for nine years, won as the new mayor of General

Santos City, together with Hon. Vice-Mayor Shirlyn Bans-Nograles and councilors. Then

the City Mayor for nine years, now Congressman Hon. Pedro B. Acharon, Jr. is the new
 44

Representative of the First District South Cotabato and General Santos City. And the

recent mayor of General Santos City is City Mayor Ronnel Rivera.

Figure 2 shows the geographic map of this study.

Instrument

This study used only one questionnaire which consists of two parts. The first part

was consisted of fifteen (15) items dealing on the cooperative learning strategies used

by teachers which was adapted and modified by the researcher from two or more

studies and were scrutinized by the panel of examiners for appropriateness.

On the other hand, the second part dealt with the social skills of the pupils in

terms of social play and emotional development, emotional regulation, and

communication skills which was adapted and modified from the study of Using Social

Emotional Skills In Cooperative Groups To Improve Student Performance by Lisa M.

Spath (2009), consisting of fifteen (15) items.

 45

Data Gathering Procedure

The researcher collected data by personally visiting the four (4) schools in

multigrade classes in South Fatima District, General Santos City. A prior consent and

permission was managed before visiting each school from the Division Office of

Department of Education. Upon granting the approval, the researcher coordinated with

the teachers or advisers each class for the administration of the questionnaires. The

study was conducted for two days (July 14 and 15, 2015). On the first day, the

researcher first went to Blagan Elementary School followed by Bagong Silang

Elementary School and then Datal Salvan Elementary School. She was accompanied

by her classmate who also conducted her study to the multigrade teachers and pupils.

In every school, the researcher was assisted by the principals and the head teachers.

The multigrade pupils (in grades V and VI) were given an assent form and were briefed

about the purpose of the questionnaire and were informed about the method used in the

study to respond appropriately to each question. It was ensured that every respondent

had filled the background information correctly. She personally distributed the

questionnaires to the pupils, and retrieved them after the respondents had finished

answering. On the second day, the remaining school was Aspang Elementary School.

The multigrade pupils (grade IV and V) were also given an assent and were briefed

about the purpose of the questionnaire and told the method to respond to each

question. Distribution of the questionnaires was done and after answering, the

researcher retrieved the instrument.

 46

Thereafter, the researcher extended her gratitude to the principals, and head

teachers, advisers and pupils for their cooperation, time, and effort shared during the

conduct of the study.

Statistical Treatment

The researcher utilized the frequency distribution and weighted mean to analyze

the cooperative learning strategies used by teachers and the social skills of pupils in

multigrade setting.

Two scales were used to describe the data tabulated. The first scale was used to

describe the extent use of cooperative learning strategies by the teachers.

VERBAL
SCALE RANGE DESCRIPTION
INTERPRETATION

Very Great
5 4.21-5.00 Always
Great
4 3.41-4.20 Often
Moderate
3 2.61-3.40 Sometimes
Low
2 1.81-2.60 Rarely
Very Low
1 1.00-1.80 Never

On the other hand, the second scale was used to describe the level of social

skills of pupils in terms of social play and emotional development, emotional regulation,

and communication skills.

 47

VERBAL
SCALE RANGE DESCRIPTION
INTERPRETATION

Very High
5 4.21-5.00 Always
High
4 3.41-4.20 Often
Moderate
3 2.61-3.40 Sometimes
Low
2 1.81-2.60 Rarely
Very Low
1 1.00-1.80 Never

To correlate the relationship between the two variables, Pearson Product

Moment Correlation Coefficient was employed. The test was done at 0.01 level of

significance.

Chapter IV
 48

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation of the data gathered in this research

study. The various results are presented in the following tables with corresponding

discussions and explanations.

Table 1

Use of Cooperative Learning Strategies by the Teachers

Indicators Mean Description

The teachers
1. Let pupils work in pairs. 4.59 Always
2. Encourage group work. 4.24 Often
3. Promote discussion or debates. 3.15 Sometimes
4. Allow pupils s to select own members. 3.99 Often
5. Provide rubrics or checklist to evaluate group members. 3.80 Often
6. Encourage constructive and supportive peer relationship. 3.93 Often
7. Enables skills development of interpersonal
3.56 Often
communication.
8. Encourage sharing of ideas and material between
4.26 Often
classmates.
9. Develops and practice trust-building and conflict
4.35 Often
management skills.
10. Ask report on progress about the individual task of a
4.00 Often
member.
11. Provide grades or rewards to group based on group
4.19 Often
performance
12. Divide materials so that everyone has a part has to
4.16 Often
share.
13. Assign special role to certain group members to ensure
3.99 Often
that all must work together.
14. Usually provides group feedbacks of group behavior and
3.50 Often
the use of cooperation skill.
15. Monitors and intervenes group activities to encourage
4.54 Always
participation and cooperation.
Mean 4.02 Often
 49

The data showed that the teachers always give activity to be done in pairs by the

pupils 4.59 , and monitor and intervene the group activities of class to motivate pupils

to participate and cooperate 4.54 . And they often develop and practice trust building

and conflict management skills 4.35 . They also often enable skills development of

interpersonal communication 3.56 ; give feedbacks to the groups in class about their

behaviour as a group and cooperation 3.50 ; and employ discussion or debates

among pupils 3.15 .

Generally, the teachers often use cooperative learning strategies 4.02 . This implies

that the teachers employ cooperative learning strategies to a great extent.

As cited by Gillies and Ashman(2003), it is supported by a number of studies on

individuals behaviours in groups demonstrated that their behaviours changed when

they were exposed to the influence of other. For example, it is noted that groups think

more efficiently than the best member of the group working alone (Watson, 1928); it is

observed that individuals were more productive when they worked in groups than when

they worked alone(Shaw, 1932); it is alsoobserved that children are often more aware of

what other children do not understand, so, by helping them to focus on the relevant

features of the problem, they can often explain it to them in a way that can be readily

understood (Webb and Farivar, 1994); and sometimes, just the teachers supportive

presence is sufficient to help children to muster the self-control needed to keep their
 50

behaviour organized and do what they need to do for successful interaction (Howes and

Ritchie 2002).

Table 2

Level of Social Skills of Pupils

Mea Descriptio
Indicators
n n
A. Social Play and Emotional Development
1. Obey game rules. 4.52 Always
2. Invite others to play. 4.54 Always
3. Play cooperatively during play. 4.09 Often
4. Take turns appropriately during simple games. 3.81 Often
5. Know appropriate ways of joining in an activity with
4.26 Often
friends.
Mean 4.25 Often
B. Emotional Regulation
1. Deal with being teased in every way. 3.58 Often
2. Accept losing in a game without getting angry. 4.09 Often
3. Accept making mistakes without becoming angry. 3.93 Often
4. Use different tones of voices to convey messages. 3.74 Often

5. Demonstrate affection and empathy towards friends. 4.16 Often

Mean 3.90 Often

C. Communication Skills
1. Introduce people to each other. 4.29 Often
2. Give appropriate compliments to friends. 3.96 Often
3. Initiate conversation around specific topic. 3.94 Often
4. Ask questions to friends to gain more information. 3.72 Often
5. Pay attention to a nonverbal language and understands
4.19 Often
what is being communicated.
 51

Mean 4.02 Often

Overall Mean 4.05 Often

The data showed that the pupils always invite friends to play with them 4.54

and follow the established rules of the games 4.52 . The often know the appropriate

ways of joining in an activity of friends 3.56 .They often exhibit social play and

emotional development 4.25 .

The pupils often demonstrate affection and empathy towards friends 4.16 ;

they do not get angry even they lose in their games 4.09 ; and accept their mistakes

without being angry 3.93 .They often show emotional regulation 4.52 .

Generally, the pupils often exhibit social skills 4.05. This implies that the pupils

have high level of social skills.

It is affirmed in a study by Hair, Jager and Garret (2002) who observed that

children who have strong social skills, particularly in the areas of conflict, emotional

intimacy and the use of pro-social behaviors are more likely to be accepted by peers,

develop friendships, maintain strong relationship with parents and peers, are considered

effective problem solvers, cultivate greater interest in school and perform better

academically.
 52

The study attempted to determine the relationship between the cooperative

learning strategies and social skills of the pupils in multigrade schools. Table 3 show the

results.

Table 3

Relationship between Cooperative Learning Strategies

and Social Skills of Pupils in Multigrade Setting

Extent of
Correlated Variables r p-value Remarks
Relationship

Cooperative Learning
Strategies 0.634 0.000 Moderate Significant
Social Skills

The data showed that cooperative learning strategies has significant relationship

to the social skills of the pupils in terms of social play and emotional development,

emotional regulation, and communication skills. This was supported by the r=0.634 and

p-value of 0.000. This implies that cooperative learning strategies influence the social

skills of pupils. This indicates that the more the teacher employs cooperative learning,

the higher the social skills of pupils.

This is affirmed in the study of "Developing Understanding And Social Skills

through Cooperative Learning by Lourdes M. Ferrer (2004) who had shown the
 53

development of social skills in various cooperative learning structures used by schools.

The cooperative learning had a significant relationship with the social skills of pupils.

With the exception of one skill (resolving conflict), cooperative learning has

demonstrated its positive effect on social development. Cooperative learning

encourages social and interpersonal development as students learn how to work

together and to appreciate diversity. Many studies credit the approach with improved

cooperative attitudes (Walters, 2004). This concludes that the use of cooperative

learning in small groups allows students to interact more freely; thus, greater social

skills are demonstrated.

In addition, a synthesis of the results of over 375 studies by Johnson and

Johnson (2004) who cited evidence that interactive involvement among classmates may

be one of the most cost effective support system" for increasing social relationships of

the pupils.
 54

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations

made in this study.

SUMMARY

This study aimed to find out the influence of cooperative learning strategies to the

social skills of pupils in multigrade schools.

Specifically, this attempted to answer the following questions:

1. To what extent do the teachers use cooperative learning strategies?

2. What is the level of social skills of the pupils in terms of:
2.1 social play and emotional development;
2.2 emotional regulation; and
2.3 communication skills?
3. Is there a significant relationship between the cooperative learning

strategies and the social skills of the pupils?

This study utilized descriptive-correlational research design and it involved

purposively sampled respondents composed of ninety-six (96) multigrade pupils in

grades V and VI in S.Y 2015-2016. This was conducted in four multigrade schools in

South Fatima District of General Santos City namely- Aspang Elementary School,
 55

Bagong Silang Elementary School, Blagan Elementary School and Datal Salvan

Elementary School. An adapted and modified questionnaire which consists of two parts

was used as instrument of the study. The statistical tools employed in the analysis were

frequency distribution and weighted mean. To correlate the relationship of the variables,

Pearson-Product Moment Correlation Coefficient was employed.

FINDINGS

The study yielded the following results:

1. The teacher always gives activity to be done in pairs by the pupils x4.59 ;

and monitors and intervenes the group activities of class to motivate pupils

to participate and cooperate x4.54 ; and often promotes discussion or

debates among pupils x3.15 . Overall, the teacher often employs

cooperative learning strategies x4.02 .

2. The pupils often demonstrate social play and emotional development

x4.25 ; emotional regulation x3.90 ; and communication skills x4.02 .

Overall, they often exhibit social skills x4.05 .

3. There is a significant relationship between the cooperative learning

strategies and social skills of pupils in terms of social play and emotional

development, emotional regulation, and communication skills. It is

supported by r=0.634 and p-value of 0.000.

 56

CONCLUSIONS

Based on the findings of the study, the following conclusions were made:

1. The teacher employs cooperative learning strategies to a great extent.

2. The pupils have high level of social skills and they exhibit it in terms of

social play and emotional development, emotional regulation, and

communication skills.
3. The cooperative learning strategies influence the social skills of pupils.

RECOMMENDATIONS

On the basis of the result of this study, the following recommendations are

offered:

1. Teachers should sustain the use of cooperative learning strategies to

engage pupils into group work and improve in their interpersonal skills
2. The pupils should continue to engage in group activities and cooperate

actively with peers.

3. Replication of this study is recommended by considering other variables

such as the teachers, other grade levels and additional schools to be

included in the study.

 57

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 63

APPENDIX A

Republic of the Philippines

Mindanao State University
COLLEGE OF EDUCATION
General Santos City

July 8, 2015

GILDO G. MOSQUEDA, CEO VI

Schools Division Superintendent
General Santos City

Sir:

Greetings of peace!

The undersigned is a third year student of Mindanao State University who is

currently undertaking her study entitled THE COOPERATIVE LEARNING
STRATEGIES USED BY TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A
MULTIGRADE CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY in
partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education major in General Education.

Relevant to this academic undertaking, the researcher is asking permission from

your commendable office to allow her to administer her survey questionnaire to the
teachers and pupils of the following multigrade schools: AspangElementary School,
BagongSilang Elementary School, Blagan Elementary School, and DatalSalvan
Elementary School.

Hoping for your positive response. Thank you and God bless!
 64

Respectfully yours,

(Sgd.) MITZIFAYE C. TAOTAO

Researcher
Noted by:

(Sgd.) PROF. CATHY MAE DABI

Adviser

Approved by:

(Sgd.) GILDO G. MOSQUEDA, CEO VI

Schools Division Superintendent

Republic of the Philippines

Mindanao State University
COLLEGE OF EDUCATION
General Santos City

July 13, 2015

ERLYN R. GARAY
Principal I
Aspang Elementary School
Aspang, Brgy. San Jose, General Santos City

Sir/Madam:

Greetings of peace!

The undersigned is a third year student of Mindanao State University who is

currently undertaking her study entitled THE COOPERATIVE LEARNING
STRATEGIES USED BY TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A
MULTIGRADE CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY in
partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education major in General Education.

Relevant to this academic endeavor, the researcher is asking permission from

your good office to allow her to administer her survey questionnaires to the Grades IV, V
and VI pupils your school. During the collection, the researcher will personally assist the
respondents in completing the questionnaire at their most convenient time.

Rest assured that only the researcher will have access to any information given
in the survey and confidentiality will be maintained throughout the process.

Hoping for your positive response. Thank you and God bless!
 65

Respectfully yours,

(Sgd.) MITZIFAYE C. TAOTAO

Researcher
Noted by:

(Sgd.) PROF. CATHY MAE DABI

Adviser

Approved by:

(Sgd.) ERLYN R. GARAY

Principal I
Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
General Santos City

July 13, 2015

MARIE CLAIRE L. ABARQUEL
Teacher-in-Charge
Bagong Silang Elementary School
Bagong Silang, Brgy. San Jose, General Santos City

Sir/Madam:

Greetings of peace!

The undersigned is a third year student of Mindanao State University who is

currently undertaking her study entitled THE COOPERATIVE LEARNING
STRATEGIES USED BY TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A
MULTIGRADE CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY in
partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education major in General Education.

Relevant to this academic endeavor, the researcher is asking permission from

your good office to allow her to administer her survey questionnaires to the Grades IV, V
and VI pupils your school. During the collection, the researcher will personally assist the
respondents in completing the questionnaire at their most convenient time.

Rest assured that only the researcher will have access to any information given
in the survey and confidentiality will be maintained throughout the process.

Hoping for your positive response. Thank you and God bless!

Respectfully yours,
 66

(Sgd.) MITZIFAYE C. TAOTAO

Researcher
Noted by:

(Sgd.) PROF. CATHY MAE DABI

Adviser

Approved by:

(Sgd.) MARIE CLAIRE L. ABARQUEL

Teacher-in-Charge
Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
General Santos City

July 13, 2015

JOHNNY G. LEYSA, JR.
Head Teacher
Blagan Elementary School
Blagan, Brgy. San Jose, General Santos City

Sir/Madam:

Greetings of peace!

The undersigned is a third year student of Mindanao State University who is

currently undertaking her study entitled THE COOPERATIVE LEARNING
STRATEGIES USED BY TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A
MULTIGRADE CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY in
partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education major in General Education.

Relevant to this academic endeavor, the researcher is asking permission from

your good office to allow her to administer her survey questionnaires to the Grades IV, V
and VI pupils your school. During the collection, the researcher will personally assist the
respondents in completing the questionnaire at their most convenient time.

Rest assured that only the researcher will have access to any information given
in the survey and confidentiality will be maintained throughout the process.

Hoping for your positive response. Thank you and God bless!

Respectfully yours,
 67

(Sgd.) MITZIFAYE C. TAOTAO

Researcher
Noted by:

(Sgd.) PROF. CATHY MAE DABI

Adviser

Approved by:

(Sgd.) JOHNNY G. LEYSA, JR.

Head Teacher
Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
General Santos City

July 13, 2015

JESSA MAE A. BAYLE
Guidance Counselor
Datal Salvan Elementary School
Datal Salvan, Brgy. San Jose, General Santos City

Sir/Madam:

Greetings of peace!

The undersigned is a third year student of Mindanao State University who is

currently undertaking her study entitled THE COOPERATIVE LEARNING
STRATEGIES USED BY TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A
MULTIGRADE CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY in
partial fulfillment of the requirements for the degree of Bachelor of Elementary
Education major in General Education.

Relevant to this academic endeavor, the researcher is asking permission from

your good office to allow her to administer her survey questionnaires to the Grades IV, V
and VI pupils your school. During the collection, the researcher will personally assist the
respondents in completing the questionnaire at their most convenient time.

Rest assured that only the researcher will have access to any information given
in the survey and confidentiality will be maintained throughout the process.

Hoping for your positive response. Thank you and God bless!

Respectfully yours,

(Sgd.) MITZIFAYE C. TAOTAO

 68

Researcher
Noted by:

(Sgd.) PROF. CATHY MAE DABI

Adviser

Approved by:

(Sgd.) JESSA MAE A. BAYLE

Guidance Counselor

APPENDIX B

Republic of the Philippines

Mindanao State University
Fatima, General Santos City
College of Education

ASSENT FORM

The researcher would like to inform you about the research she is currently
working entitled THE COOPERATIVE LEARNING STRATEGIES USED BY
TEACHERS AND THE SOCIAL SKILLS OF PUPILS IN A MULTIGRADE
CLASSROOM IN FATIMA DISTRICT IN GENERAL SANTOS CITY. You are being
requested to join the study because you belong to the multigrade schools of General
Santos City.
If you agree to participate in this research, you will be asked to honestly answer
the questions given. You will be given Thirty (30) minutes to answer the questionnaire
administeredby the researcher. You are also free to ask questions with regards to this
study.
The data gathered will be presented to the College of Education, Mindanao State
University. Rest assured that the consolidated data will be treated with confidentiality. It
is expected to introduce valid and reliable information about the cooperative learning
strategies used by teachers and social skills of pupils.
If you have questions for this study, please feel free to contact 09433197131
(Sun Cellular) or email her at mitozaifei@gmail.com.
 69

Pupils Name: ____________________________

Permission Decision: _____ Yes, I would like to participate in this study.

_____ No, I would not like to participate in this study.

Signature of Pupil: ___________ Date: __________

APPENDIX C

QUESTIONNAIRE ON COOPERATIVE LEARNING STRATEGIES

AND SOCIAL SKILLS OF PUPILS
Name: Grade Level: _____________
(optional)
School: ________________________________________

Part I. Cooperative Learning Strategies

Instructions: For each description, put a check ( / ) if your teacher employs that
particular strategy using the scale below:
5- Always 4- Often 3- Sometimes 2- Rarely 1- Never

My teacher.. 5 4 3 2 1
1. lets us work in pairs. ( ) ( ) ( ) ( ) ( )
2. encourages group work. ( ) ( ) ( ) ( ) ( )
3. promotes discussion or debates. ( ) ( ) ( ) ( ) ( )
4. allows us to select our own members. ( ) ( ) ( ) ( ) ( )
5. provides rubrics or checklist to evaluate group members. ( ) ( ) ( ) ( ) ( )
6. encourages constructive and supportive peer relationship. (helps
( ) ( ) ( ) ( ) ( )
in having a positive group work)
7. enables us to develop skills in interpersonal communication. (lets
( ) ( ) ( ) ( ) ( )
us communicate with the members in the group)
8. encourages us to share ideas and material with our classmate. ( ) ( ) ( ) ( ) ( )
9. develops and practices trust-building and conflict management
skills. (if there is a problem in the group, the teacher guides us in
( ) ( ) ( ) ( ) ( )
solving the problem, and talk the problem with the group
members)
10. lets us report on our progress about the individual task of the
member. (the leader usually give the teacher the information ( ) ( ) ( ) ( ) ( )
about the performance of each member)
11. provides grades or rewards to group based on the performance of ( ) ( ) ( ) ( ) ( )
 70

the group. (provides high grades to the group who has a good
performance)
12. divides up the material so that everyone has a part and everyone
( ) ( ) ( ) ( ) ( )
has to share.
13. assigns special role to certain group members to ensure that all
( ) ( ) ( ) ( ) ( )
must work together.
14. usually provides group feedbacks of group behavior and the use
( ) ( ) ( ) ( ) ( )
of cooperation skills.
15. monitors and get involved in group activities to encourage
( ) ( ) ( ) ( ) ( )
participation and cooperation.
Part II. Social Skills of Pupils
Instructions: For each statement, put a check ( / ) if you manifests that particular social
skill using the scale below:
5- Always 4- Often 3- Sometimes 2- Rarely 1- Never
I.. 5 4 3 2 1
Social Play & Emotional Development
1. obey game rules. ( ) ( ) ( ) ( ) ( )
2. invite others to play. ( ) ( ) ( ) ( ) ( )
3. play cooperatively during play. ( ) ( ) ( ) ( ) ( )
4. take turns appropriately during simple games. ( ) ( ) ( ) ( ) ( )
5. know appropriate ways of joining in an activity with friends. ( ) ( ) ( ) ( ) ( )
Emotional Regulation
6. deal with being teased in every way. ( ) ( ) ( ) ( ) ( )

7. accept losing in a game without getting angry. ( ) ( ) ( ) ( ) ( )

8. accept making mistakes without becoming angry. ( ) ( ) ( ) ( ) ( )

9. use different tones of voices to convey messages. ( ) ( ) ( ) ( ) ( )
10. demonstrate affection and empathy towards peers. ( ) ( ) ( ) ( ) ( )
Communication Skills
11. introduce people to each other. ( ) ( ) ( ) ( ) ( )
12. give appropriate compliments to friends. ( ) ( ) ( ) ( ) ( )
13. initiate conversation around specific topic. ( ) ( ) ( ) ( ) ( )
14. ask questions to my friends to gain more information. ( ) ( ) ( ) ( ) ( )
15. pay attention to a nonverbal language and understands what is
( ) ( ) ( ) ( ) ( )
being communicated.

APPENDIX D

Use of Cooperative Learning Strategies by the Teachers

 71

Verbal
Descriptio
Indicators Mean Interpretatio
n
n
The teachers
1. Let pupils work in pairs. 4.59 Always Very Great
2. Encourage group work. 4.24 Often Great
3. Promote discussion or debates. 3.15 Sometimes Moderate
4. Allow pupils s to select own members. 3.99 Often Great
5. Provide rubrics or checklist to evaluate
3.80 Often Great
group members.
6. Encourage constructive and supportive
3.93 Often Great
peer relationship.
7. Enable skills development of interpersonal
3.56 Often Great
communication.
8. Encourage sharing of ideas and material
4.26 Often Great
between classmates.
9. Develop and practice trust-building and
4.35 Often Great
conflict management skills.
10. Ask report on progress about the individual
4.00 Often Great
task of a member.
11. Provide grades or rewards to group based
4.19 Often Great
on group performance
12. Divide materials so that everyone has a
4.16 Often Great
part has to share.
13. Assign special role to certain group
members to ensure that all must work 3.99 Often Great
together.
14. Usually provides group feedbacks of group
3.50 Often Great
behavior and the use of cooperation skill.
15. Monitor and intervene group activities to
4.54 Always Very Great
encourage participation and cooperation.

Mean 4.02 Often Great

APPENDIX E

Level of Social Skills of the Pupils

Verbal
Indicators Mean Description
Interpretation
A. Social Play and Emotional Development
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1. Obey game rules. 4.52 Always Very High

2. Invite others to play. 4.54 Always Very High
3. Play cooperatively during play. 4.09 Often High
4. Take turns appropriately during simple games. 3.81 Often High
5. Know appropriate ways of joining in an activity with
4.26 Often High
friends.
Mean 4.25 Often High
B. Emotional Regulation
6. Deal with being teased in every way. 3.58 Often High
7. Accept losing in a game without getting angry. 4.09 Often High
8. Accept making mistakes without becoming angry. 3.93 Often High
9. Use different tones of voices to convey messages. 3.74 Often High
10. Demonstrate affection and empathy towards
4.16 Often High
friends.
Mean 3.90 Often High
C. Communication Skills
11. Introduce people to each other. 4.29 Often High
12. Give appropriate compliments to friends. 3.96 Often High
13. Initiate conversation around specific topic. 3.94 Often High
14. Ask questions to friends to gain more information. 3.72 Often High
15. Pay attention to a nonverbal language and
4.19 Often High
understands what is being communicated.
Mean 4.02 Often High

Overall Mean 4.05 Often High

APPENDIX F

Relationship between Cooperative Learning Strategies and

Social Skills of Pupils in Multigrade Setting

Extent of
Correlated Variables r p-value Remarks
Relationship
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Cooperative Learning
Strategies 0.634 0.000 Moderate Significant
Social Skills

Correlations
COOPERATIVE SOCIALPLAY EMOTIONAL COMMUNICATION SOCIAL
LEARNING REGULATION SKILLS SKILLS
Pearson
Correlation
1 .486** .484** .543** .634**
COOPERATIVE
LEARNING Sig. (2-tailed) .000 .000 .000 .000
N 96 96 96 96 96
Pearson
Correlation
.486** 1 .264** .542** .725**
SOCIALPLAY Sig. (2-tailed) .000 .009 .000 .000
N 96 96 96 96 96
Pearson
Correlation
.484** .264** 1 .525** .770**
EMOTIONAL
REGULATION Sig. (2-tailed) .000 .009 .000 .000
N 96 96 96 96 96
Pearson
.543** .542** .525** 1 .881**
COMMUNICATION Correlation
SKILLS Sig. (2-tailed) .000 .000 .000 .000
N 96 96 96 96 96
Pearson
Correlation
.634** .725** .770** .881** 1
SOCIALSKILLS Sig. (2-tailed) .000 .000 .000 .000
N 96 96 96 96 96
**. Correlation is significant at the 0.01 level (2-tailed).

DOCUMENTATION
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MITZIFAYE C. TAOTAO
Home Address : Blk. 24 Lot 40 Gensanville Subd.
Bula, General Santos City
Contact Number : 0943 319 7131
Email Address : mitzifaye.taotao@gmail.com

PERSONAL INFORMATION
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Nickname : Mitz
Gender : Female
Age : 19 years old
Date of Birth : May 22, 1996
Place of Birth : General Santos City
Civil Status : Single
Citizenship : Filipino
Religion : Roman, Catholic
Dialect : English, Tagalog, Bisaya and Ilonggo
Mothers Name : Ligaya C. Taotao
Occupation : Teacher
Fathers Name : Agosto S. Taotao
Occupation : Teacher

EDUCATIONAL ATTAINMENT

Tertiary Education
School : Mindanao State University
Course : Bachelor of Elementary Education- General Education
Address : Fatima, General Santos City
School Year : 2012-Present

Secondary Education
School : General Santos City High School
Address : Calumpang, General Santos City
School Year : 2008-2012

Elementary Education
School : Dadiangas West Central Elementary School
Address : Brgy. West, General Santos City
School Year : 2000-2008