Final Presentation INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

8/17/2019 Final Presentation INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

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Table 4

Cooperative Learning level of Teacher Education Students with Regard to Sex

Male FemaleStatements Mean erbal

!nterpretation

Mean erbal!nterpretati

on

"verallMean

"verall!nterpretati

on

Ran#

$% ! en&o'being withm'classmate%

4%(4 er' high 4%4) er' high 4%*+ er' high (

(% ! share to

others what !had #nown%

*%)* ,igh *%-( ,igh *%)- ,igh $(%.

*% ! wor#with theme/ectivel'%

*%04 ,igh *%-0 ,igh *%0( ,igh +%.

4%! and m'co1membercontrol theinteraction in

our group%

*%-0 ,igh *%+$ ,igh *%). ,igh $4%.

.% !n ourgroup wehave 2xedabilities%

*%)+ ,igh *%)* ,igh *%). ,igh $4%.

+% ! respectthe opinionof others

4%$- ,igh 4%.+ er' high 4%*) er' high $


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)% ! getac3uaintedwith m'teammates%

*%04 ,igh *%-) ,igh *%0$ ,igh -

-% ! consultto m'classmatewhen !confuse inone our topic

*%)+ ,igh *%0) ,igh *%-) ,igh $ %.

0% ! ma#e aparticularcontributionto our group%

*%-0 ,igh *%0- ,igh *%04 ,igh .

$ % 5ereview theentire lessonthat we hadtac#led%

*%.. ,igh *%.0 ,igh *%.) ,igh $)%.

$$% 5e havea time for

tutor eachother%

*%(4 6verage *%*0 6verage *%*( 6verage $0

5e areassessingprior#nowledgeeach other%

*%.- ,igh *%.. ,igh *%.) ,igh $)%.

$*% 5e have *%)0 ,igh *%)) ,igh *%)- ,igh $(%.


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a teambuilding$4% 5e allowexpressingidea andopinions%

*%0$ ,igh 4%($ er' high 4% + ,igh *

$.% Me andm' co1member hasan e3ual andbalance highparticipation%

4% * high *%-$ high *%0( high +%.

$+% 5e havea time tobrainstorming%

*%.( ,igh *%+. ,igh *%.0 ,igh $+

$)% 5ereconstructall the ideasthat wegathered

*%-- ,igh *%-- ,igh *%-- ,igh 0

$-% 5e havea unit' tohelping eachother

*%-( ,igh 4%$. ,igh *%00 ,igh 4

$0% 5e hadunderstanding multiplerelationship

*%-. ,igh *%-- ,igh *%-) ,igh $ %.


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among ourideas( % 5e havea time todiscuss our#nowledgeand reviewall necessit'things

*%)0 ,igh *%-$ ,igh *% - 6verage (o

Total *%-$ ,igh *%-- ,igh *%-$ ,igh

It can be noted from the table 4 that among the male respondents, the item number 1 “I enjoy being

with my classmate” got the highest computed mean of 4.24 which is interpreted as very high cooperative

learning. n the other hand, the item number 11 “!e have a time for tutor each other” got the lowest

computed mean of ".24 which is interpreted as average.

#mong the female respondents, the item number $ “I respect the opinion of others” got the highest

computed mean of 4.%$ which is interpreted as very high cooperative learning. n the hand, the item

number 11 “!e have a time for tutor each other” got the lowest computed mean of "."& which is

interpreted as average.


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It can be noted from the table 4 that item number $ “I respect the opinion of others” ran'ed no. 1

with regard to se( which got the highest computed mean of 4.") which is interpreted as very high. n the

other hand, the item number 2* “!e have a time to discuss our 'nowledge and review all necessity

things” ran'ed 2* got the lowest computed mean of ".*+ which is interpreted as average.

#mong male respondents, they have a total weighted average mean of ".+1 which is interpreted as

high. !hile on the female respondents have a total weighted average mean of ".++ which is also

interpreted as high.

herefore, se( is a contributing factor with regards to cooperative learning of an individual since they

have a computed mean which are both interpreted as high level of cooperative learning.

#ccording to -r. teven tein, /resident of 0 , 1&&), women are more aware of their feelings and

those f others, relate better interpersonally, and are signi cantly more socially responsible than men.

3esearch is mi(ed on di erences between genders when learning math and science 5 alpern, 2**)6.

#lthough boys are traditionally considered to have advantages over girls when learning math and science,

girls earn higher grades in math and science demonstrating they can and usually do outperform boys in

math and science classes 5 alpern, 2**)7 8urian, 2*116. he level of achievement for any particular

student, however, is a ected by a student9s belief in his or her ability to achieve success and in the value

he or she places on the subject 5:eaper, 2*116. ;or these two


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observe that their peers place more value, including interest, in these subjects 5:eaper, 2*116. :eaper9s

study concluded that “peer support may be especially important for adolescent girls” 5:eaper, 2*116.

8enerally, the cooperative learning level of eacher =ducation tudents of /angasinan tate

>niversity, >rdaneta ?ampus as according to se( has a total computed mean of ". +1 which is being

interpreted as high cooperative learning level. herefore, the cooperative learning of eacher =ducation

tudents is high.

able % shows the cooperative learning :evel of eacher =ducation tudents with regards to their age.

Table .

Cooperative Learning Level of Teacher Education Students with Regard to 6ge

$+ $) $- $0 (


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aboveStatements

Mean

! Mean

! Mean

! Mean

! Mean ! "verallMean

"verallinterpretation

Ran#


4%4. , 4%4+ , 4%.( , 4%* , 4%. , 4%4. er' high $

(% ! share toothers what !had #nown%

4 , *%0- , *%-- , *%- , 4% 4 , *%04 ,igh 0

*% ! wor# withtheme/ectivel'%

*%0. , *%0. , 4 , *%)* , 4%$* , *%0+ ,igh -

4%! and m'co1member

control theinteraction inour group%

*%-( , *%+- , *%)+ , *%+* , *%+) , *%)( ,igh $)

.% !n ourgroup wehave 2xedabilities%

*%-+ , *%)$ , *%0) , *%) , 4 , *%-. ,igh $(


4% . , 4%*) , 4%)* , 4% * , 4%(. , 4%(0 er'high

(

)% ! getac3uainted

with m'teammates%

*%-( , *%-( , 4% * , 4%$* , 4%($ , *%00 ,igh .

-% ! consultto m'classmatewhen !confuse inone our topic

*%0$ , *%-- , 4%$( , *%. , 4%4( , *%0) ,igh +

0% ! ma#e aparticular

*%)) , *%-- , 4%$. , *%4* , 4%$) , *%-- high $$


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contributionto our group%$ % 5ereview theentire lesson

that we hadtac#led%

*%4$ , *%.$ , *%-. , *%(* 6 4% 4 , *%+$ ,igh $0

$$% 5e havea time fortutor eachother%

*%.0 , *%( 6 *%4( , *%* 6 *%). , *%4. ,igh (

$(% 5e areassessingprior#nowledgeeach other%

*%)* , *%*) 6 *%04 , *%+) , *%0+ , *%)4 ,igh $+

$*% 5e have

a teambuilding

*%)) , *%- , *%0$ , *%*) 6 *%0+ , *%)+ ,igh $.

$4% 5e allowexpressingidea andopinions%

4%() , 4% ( , 4%$- , *%0* , 4% - , 4% 0 ,igh *


4 , *%)* , *%-- , *%.* , *%)0 , *%)- ,igh $*%.


*%)) , *%+* , 4% * , *%* 6 4%$) , *%)- ,igh $*%.


*%0. , *%)$ , 4%$. , *%)) , *%0+ , *%0$ ,igh $

$-% 5e have 4%() , 4% ( , 4%$( , *%) , 4%$* , 4% 4 ,igh 4


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a unit' tohelping eachother$0% 5e hadunderstandin

g multiplerelationshipamong ourideas

4 , *%-. , 4% 0 , *%+ , 4%(. , *%0) high +%.

( % 5e havea time todiscuss our#nowledgeand reviewall necessit'things

4%$4 , *%- , 4 , (%4) L 4 , *%+- ,igh $-

T"T6L *%0* , *%-( , 4% * , *%+$ , 4% ) , *%-0 ,igh


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able % shows that under 1$ year old, the item no. 14 “ we allow e(pressing idea and opinion” and

item no. 1+ “we have a unity to helping each other” got the highest computed mean of 4.2) which is

interpreted as high cooperative learning .on the other hand ,the item no. 1*, “we review the entire lesson

that we had tac'led, “got the lowest computed mean of ".41 which is interpreted as high cooperative

learning.

n the other hand, the student under 1) years old, the item no. 1 “ I enjoy being with my classmate

“got the highest computed mean of 4.4$ which interpreted as very high cooperative learning, while the

item no. 11 “ we have a time for tutor each other” got the lowest computed mean of ".2* which

interpreted as average cooperative learning

>nder the age of 1+, the item no. 1 “I enjoy being with my classmate” got the highest computed

mean of 4.%2 which is interpreted as very high cooperative learning. !hile the lowest computed mean of

".42 which we found on the item no. 11 “we have a time to tutor each other” which is interpreted as high

cooperative learning.

n the other hand, the student that under the age of 1&, the item no. 1 “I enjoy being with my

classmate “got the highest computed mean 4." which is interpreted as very high cooperative learning.

!hile the lowest computed mean of 2.4) which found on the item no. 2* “we have a time to discuss our

'nowledge and review all necessity things which is interpreted as low cooperative learning.


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>nder the age of 2* above, the item no. 1 “I enjoy being with my classmate” got the highest

computed mean of 4.% which is interpreted as very high cooperative learning, while the lowest computed

mean of ".$) which is found in the item no. 1% “ me and my co @m ember has e


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able $ shows the cooperative learning level of the teacher education students with regards to their family

income.

Table +

Level of Cooperative Learning of Teacher Education Students with Regards to Famil' income

$7 1.7 +7 aboveStatements Mea

nerbal

!nterpretation

Mean

erbal!nterpretati

on

"verall

Mean

"verall!nterpretati

on

Ran#


4%.( er' high 4%4* er' high 4%4- er' high $

(% ! share toothers what! had #nown%

4%(+ er' ,igh *%0) ,igh *%0) ,igh .

*% ! wor#with theme/ectivel'%

*%0 ,igh *%)- ,igh *%-4 high $$

4%! and m' *%+. ,igh *%)) ,igh *%)$ ,igh $)


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co1membercontrol theinteractionin our group%.% !n ourgroup wehave 2xedabilities%

*%- ,igh *%)( ,igh *%)+ ,igh $4%.


4%+( er' high 4%(* er' high 4%4* er' high (


*%-4 ,igh *%0* ,igh *%-0 ,igh 0

-% ! consultto m'classmatewhen !confuse inone ourtopic

*%0. ,igh *%-. ,igh *%0 ,igh -

0% ! ma#e aparticularcontributionto ourgroup%

*%0. ,igh *%0$ ,igh *%0* ,igh +

$ % 5ereview the

*%)* ,igh *%.) ,igh *%+. ,igh $-


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entire lessonthat we hadtac#led%$$% 5e have

a time fortutor eachother%

*%*- 6verage *%(* average *%*$ 6verage (


*%+( ,igh *%*0 ,igh *%.$ ,igh $0

$*% 5e havea teambuilding

*%-) ,igh *%+) ,igh *%)) ,igh $*

$4% 5e allowexpressingidea andopinions%

4%(( er' ,igh 4% ) ,igh 4%$. ,igh *


*%0$ ,igh *%)- ,igh *%-. ,igh $

$+% 5e havea time tobrainstormin

*%-4 ,igh *%+( ,igh *%)* ,igh $+


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g%$)% 5ereconstructall the ideas

that wegathered

*%-- ,igh *%)* ,igh *%-$ ,igh $(

$-% 5e havea unit' tohelping eachother

4%$) ,igh *%-- ,igh 4% * er' high 4

$0% 5e hadunderstanding multiplerelationshipamong ourideas

*%00 ,igh *%-4 ,igh *%0( ,igh )

( % 5e havea time todiscuss our#nowledgeand reviewall necessit'things

*%0 ,igh *%+( ,igh *%)+ ,igh $4%.

Total *%0. high *%)0 ,igh *%-) ,igh

It could be gleaned from table $ that under low family income 51,***B%,***6, the item number $ “I

respect the opinion of others” got the highest computed mean of 4.$2 which is interpreted as very high


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cooperative learning. n the other hand, item number 11 “!e have a time for tutor each other” got the

lowest computed mean of "."+ which is interpreted as average.

n the other hand, the family whose belong to the highest family income 5$*** above6 the item

number 1 “I enjoy being with my classmate” got the highest computed mean of 4.4" which interpreted as

very high level of cooperative learning. #nd the item number 11 “we have a time to tutor each other” got

the lowest computed mean of ".2" which is interpreted as average of cooperative learning.

-aly et al. 51&&46 stated that students from higher income families are more comfortable as'ing


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ne study found that only "$ percent of lowBincome parents were involved in three or more school

activities on a regular basis, compared with %& percent of parents above the poverty line 5>. . -epartment

of ealth and uman ervices, 2***6. 8oodman 52**46 suggested that family income may relate more to

di erences in coping styles and other interactional s'ills. he data implies that poor families tend to havemuch


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:> $.

Statements 56M ER86L!:TER9RET6T!":

R6:?


4%4. ER@ ,!;, *

(% ! share toothers what! had#nown%

*%- ,!;, $(

*% ! wor# with them

e/ectivel'%

*%0 ,!;, +

4%! and m'co1membercontrol theinteractionin ourgroup%

*%+- ,!;, $.

.% !n ourgroup wehave 2xed

abilities%

*%)* ,!;, $4


4%4- ER@ ,!;, (


*%-0 ,!;, )


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-% ! consultto m'classmatewhen !

confuse inone ourtopic

*%(0 6 ER6;E (

0% ! ma#e aparticularcontributionto ourgroup%

*%0+ ,!;, .

$ % 5ereview the

entirelesson thatwe hadtac#led%

*%.- ,!;, $)

$$% 5e havea time fortutor eachother%

*%*+ 6 ER6;E $0


*%.. ,!;, $-

$*% 5e havea teambuilding

*%)) ,!;, $*

$4% 5e allowexpressing

4%$( ,!;, 4


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idea andopinions%$.% Me andm' co1

member hasan e3ualand balancehighparticipation%

*%-+ ,!;, $


*%++ ,!;, $+


*%-- ,!;, -

$-% 5e havea unit' tohelpingeach other

4%-0 ER@ ,!;, $

$0% 5e hadunderstanding multiplerelationshipamong ourideas

*%-) ,!;, 0

( % 5e havea time todiscuss our

*%-$ ,!;, $$


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Final Presentation INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

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