Grouping students has become a standard educational approach done by many school teachers at all levels. By encouraging children and adolescents to learn and work together, cooperative learning attempts to create a shift from the paradigm of knowledge transfer from an active teacher to passive pupils, to one of social constructivism, where knowledge is actively created by students through social interaction on academic tasks. Group can be defined as two or more humans who interact with one another, a society can be viewed as a large group, though most social groups are considerably mailer.
Group is a number of individuals or things considered together because of similarities. Once a teacher has decided to employ group work, he or she is faced with a number of practical questions concerning cooperative groupings. These questions include the issue of group composition, appropriate tasks and roles, and the methods of formation. One especially problematic question many teachers face is “Should students be allowed to choose their own group mates? ” Students can place a great deal of pressure on teachers to form their own groups.
This pressure stems from the action common in childhood and adolescence that one works with friends, rather than the reality of adult life in which one is not necessarily friends with coworkers (Cohen, 1994). Teachers may even feel that secondary students will be rebellious if they are forced to work in groups that are not of their own choosing (Cohen, 1994). When teachers grapple with this question, they confront a decisive and determining factor of successful cooperative learning and the complications that may arise in classroom settings.
In a recent casebook for teachers about group work in the lassoer, 38% of the cases concerned difficulties teachers face creating groups (Sultan, Alton, & Whitlock, 1998). When assigning group work, teachers must decide whether to allow students to form their own groups or whether to place students in groups through either a random or systematic allocation process. Prior research has examined how these approaches for corning groups affect the group experience by comparing grades on projects, tests, and exams (e. G. Leek 1999; Mightiest 2002; van deer Alan Smith and Spindle 2007; Swanson et al 1998), by analyzing student responses to questionnaires e. G. , Chapman et al 2006; Oddball et al 2007), and by synthesizing findings in prior psychology and organizational behavior research (e. G. , Bryant and Labeling 20060). The objectives of all this group work in a classroom setting are that students will (a) learn the importance of the “four Co’s” of teamworkвЂ”communication, collaboration, cooperation, and compromise (Kitchenware, 1997) and (b) be better prepared to enter the group-oriented workplace.
However, using group projects in a class can also have significant drawbacks (e. G. Ashram, 2004; Bator,Wallboard, & Krishna, 1997; Comer, 995). Common problems with group projects include “free riders” (I. E. , students who do not do the work but get credit because of the team’s efforts), grade inflation because of some students getting higher grades than normal, lack of exposure to all aspects of a project, and difficulties related to group dynamics.
To avoid many of the pitfalls of group projects, instructors should make every effort to structure, implement, and control group projects in an extremely intentional and well-thought- out manner (Chapman & Van Oaken, 2001). Most teachers use one of two methods to sign students to groups: students select their own group members or the teacher forms students to groups. A teacher might form a group to practice self monitoring with a group of students. We understand the concern with group works. And seawater. We agree that group works are difficult to do.
As always, it is up to the teacher to implement the program in a manner that is engaging and will allow for all students to be successful. Appear to first select friends to work with, not Just acquaintances, and then, if necessary, make additions to the group based on someone’s seating proximity or by adding students who are known as “good” group members. It is an informal primary group of students who share a similar or equal status. Members of a particular group often have similar interests and backgrounds, bonded by the premise of sameness.
It is quite easy for the teacher to administer, and some evidence suggests that it may lead to better group dynamics and outcomes (e. G. , Bacon, Stewart, & Silver, 1999; Mellow, 1993; Strong & Anderson, 1990). This research paper will show if the students of Notre Dame of Greater Manila will be more successful if the teacher will Oromo their group, or if the students will let the students to form their own group. CONCEPTUAL FRAMEWORK: The basis for determining whether which of one the two formed groups is more preferred by the students is by conducting a survey.
This study aims to know the effectiveness of choosing our own group mates or the choice of teacher. Specifically, it aims to answer the if. Questions: вЂў What is the difference if the students or the teachers will choose the group members? вЂў What are the advantages and disadvantages if: a. The students will choose their group? B. The teacher will choose their group? SIGNIFICANCE OF THE STUDY The choice of group mates is a very important factor in accomplishing a project. Cooperation should always exist between group members in order to produce good results.
This will only happen if the members have good relationships with each other. Usually, friends are the ones comfortable with each other. Having friends as group mates will surely fit in to this criterion. However, friends may tend to be distracted in making the project. Having the teacher choose one’s group mates may also be considered so that the intelligent students in the class may be distributed to efferent groups. This will ensure that all groups will have a leader/ guide in making the project. Many other factors should be looked at in order to determine which is really more effective.
It is therefore imperative to establish whether having friends as group mates is more effective or not. The aim of this research is to determine the opinions of the two parties involved in this problem, the teachers and the students. These opinions will be crucial in the conclusion that will be made regarding the problem. The results of this research may be given to the teachers so that they will eave a basis for the decisions that they will make in assigning group members. In this study, questionnaires will be used to determine the advantages and disadvantages of having friends as group mates.
The questionnaires will consist of ten questions. The types of questions that will be used are: multiple choice, yes or no, and free response. These will help the researchers assess the effectiveness of choosing one’s own group mates. The population will be composed of both male and female students of section Mark. Also, interviews will be conducted in order to determine the opinions of the teachers which are also involved in this problem. Their stand on this will be an important factor since they are the ones who actually see the results of the projects produced by the groups.
In this part, the population will consist of 2 male and 2 female teachers of section Mark. The limitation of this research is that it will be only applicable to section Mark since the population of both the survey and the interviews are composed of students and teachers only of the said section. Further studies which may consist of a larger population may be inducted in order to state a conclusion which will be applicable to all high school students. DEFINITION OF TERMS 1. Groupings – a planned arrangement of things, people, etc. , within a group 2. Group mate – A person with whom one is in close association; an associate. . Interview – is a conversation between two people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee. 4. Opinion – is a subjective belief, and is the result of emotion or interpretation of facts. An opinion may be supported by an argument, although people may draw opposing pinions from the same set of facts. Opinions rarely change without new arguments being presented. 5. Population – is all the organisms that both belong to the same species and live in the same geographical area.
The area that is used to define the population is such that inter-breeding is possible between any pair within the area and more probable than cross-breeding with individuals from other areas. Other prompts for the purpose of gathering information from respondents. Although they are often designed for statistical analysis of the responses, this is not always the case. . Research – can be defined as the search for knowledge, or as any systematic investigation, with an open mind, to establish novel facts, solve new or existing problems, prove new ideas, or develop new theories, usually using a scientific method.
The primary purpose for basic research is discovering, interpreting, and the development of methods and systems for the advancement of human knowledge on a wide variety of scientific matters of our world and the universe. 8. Survey – is a method used to collect in a systematic way, information from a sample of individuals.