International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 6 Issue 6, September-October 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Online Collaborative Learning-Based

Module for Araling Panlipunan 10
Stiffany Ruth B. Montejo
Cebu Technological University, Cebu, Philippines

ABSTRACT How to cite this paper: Stiffany Ruth B.

The self-learning module (SLM) is one of the learning resource Montejo "Online Collaborative
materials that aims to guide students under these modalities – Digital Learning-Based Module for Araling
Modular and Online Learning. This study used a mixed-method of Panlipunan 10" Published in
experimental and descriptive research to assess the status of Online International Journal
of Trend in
Collaborative Learning-Based Module in Araling Panlipunan 10 Scientific Research
among Grade 10 students through the pre-test of the control group and Development
(exposed to Online Individual Learning-Based Module) and (ijtsrd), ISSN: 2456-
experimental group (exposed to the Online Collaborative Learning- 6470, Volume-6 |
Based Module) in the third quarter topics in the Most Essential Issue-6, October IJTSRD52014
Learning Competencies (MELCs) and the students’ learning 2022, pp.1593-
experiences as to the use of the module based on the characteristics 1613, URL:
such as Social Interaction, Teamwork, and Individual Accountability. www.ijtsrd.com/papers/ijtsrd52014.pdf
This study was conducted in Gun-ob High School during the School
Year 2019-2020. The improvement of the self-learning module with Copyright © 2022 by author (s) and
International Journal of Trend in
online collaborative learning activities was crafted to address the
Scientific Research and Development
students' challenges in the new normal education. This study revealed Journal. This is an
that the students have better academic performance or scores in Open Access article
Araling Panlipunan 10 when they work their tasks by groups with the distributed under the
use of Online Collaborative Learning-Based Module rather than doing terms of the Creative Commons
it individually. The findings and conclusion indicate that it is Attribution License (CC BY 4.0)
recommended to use this modified self-learning module especially for (http://creativecommons.org/licenses/by/4.0)
those students enrolled in Online Learning and Digital Modular
Learning Modality.
KEYWORDS: Collaborative Learning, Online Learning, Learning
Experiences, Digital Modular, Most Essential Learning Competencies
(MELCs)

THE PROBLEM AND ITS SCOPE corners of a classroom have been turned into a virtual
INTRODUCTION classroom, and the activities on face-to-face classes
Rationale of the Study have been turned into synchronous/asynchronous
The education system has now changed when the modes.
pandemic occurred last year. The teachers have a
One of the learning modalities that are common to
different schedule of work. Some are working from
most schools is Modular Distance Learning. The self-
home, while others are reporting to school by
learning modules made by the teachers in the
following the skeletal workforce schedule. The
Department of Education (DepEd) are now based on
schools, colleges, and universities have followed the
the MELCs or Most Essential Learning
mandate of the President to temporarily ban face-to-
Competencies. These may be distributed through
face classes.
printed, which will be produced and distributed to the
Instead, the Department of Education offers different parents, or through digital means, which will be
modalities for the students. These learning delivery posted online through the respective Facebook pages
modalities are Online Learning, Modular Distance of each subject, Google Classroom, or Google drive.
Learning, Blended Learning, Radio-Based
Students are still adjusting to this learning modality.
Instruction, and TV-Based Instruction. This new
There are 8-9 modules every quarter and they must be
normal of education gives us some facts that the four
distributed to the students every week. The students

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 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
study and put effort into accomplishing the activities This study is anchored and supported by the Social
written in the module within the week. These Learning Theory by Albert Bandura.
activities in the self-learning modules are pre-test,
Social Learning Theory. This theory states that
learning tasks, multiple-choice type of tests,
every individual learns through his/her interactions
performance-based activities using online platforms,
and communications with others. Learning occurs as
post-test, and additional activities.
a result of students' interactions with their peers and
However, most of the modules contain individual teachers. When students work their tasks and study,
tasks rather than group or collaborative activities. they can easily acquire and expand their knowledge
Activities in the self-learning modules should not through the help of their peers or classmates. Despite
only focus on this but must also integrate dealing with our current situation, students strive to
collaborative activities. Access to education entails reach out to their classmates and ask for ideas and
having access to a diverse learning environment that insights in answering their modules through social
allows for interaction and connection. Students can media. Students can work on their tasks diligently and
participate in interactive and collaborative activities answer the learning activities through interaction and
with their peers in a quality learning environment, collaboration with their classmates.
which has been proved to improve learning outcomes,
Understanding how people learn in social situations is
including the development of higher order thinking
aided by social learning theories. The instruction that
skills (Brindley et al., 2009).
supports social learning occurs when the students
To address the students’ needs and difficulties, this work together on a task and develop skills across the
researcher believes that the Online Collaborative curriculum. Teachers choose meaningful and
Learning-Based Module may be one of the learning challenging tasks for the students to work that
resource materials for Araling Panlipunan. With this promotes deeper learning. Instructional tactics that
learning material, students may perform better and be foster the sharing of expert knowledge in which
motivated to study and learn more. students collaborate to complete learning objectives,
communicate their results and ideas, and perform or
Theoretical Background
This research assumed that the Online Collaborative complete a task or project, result in the formation of a
Learning-Based Module is effective in teaching collaborative group of learners.
Araling Panlipunan 10 in the new normal education.

This study assumed that Online Collaborative Learning-Based Module could be an effective learning
resource material in Araling Panlipunan 10 in the new normal education.

THEORIES LEGAL BASES

Social Learning Theory Department Memorandum 2020-
Social Development Theory 00162
DepEd Order No. 018 series of
Zone of Proximal Development 2020

Students’ Academic Performance in Araling Panlipunan 10 in the third quarter Most Essential Learning
Competencies (MELCs)
Students’ Perception in the use of the Online Collaborative Learning-Based Module based on the three
characteristics: Social Interaction, Teamwork, and Individual Accountability

Enhanced Online Collaborative Learning-Based Module

Figure 1: A Schematic Presentation of the Theoretical Background of the Study

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Theories of Zone of Proximal Development and an e-learning approach where students are able to
Social Development Theory of Lev Vygotsky also socially interact with students. Students can work and
served as anchors and foundations in this study. The accomplish the task together in order to broaden their
Department of Education memorandums and orders knowledge of a particular subject and skill. Learning
such as Department Memorandum 2020-00162 and grounded in collaboration is rooted on structured
DepEd Order No. 018 series of 2020 are also taken as interaction, scaffolded and facilitated by the instructor
legal bases in this study. (Hernández-Sellés, et. al., 2019).
The Department Memorandum 2020-00162 or Further, the activities designed for the curriculum are
“Policy Guidelines on the Implementation of child-centered. This helps the students in improving
Learning Delivery Modalities for the Formal their performance in groups or working by groups.
Education” is one of the department’s directives in Research has indicated that learning outcomes and
addressing the modalities to be offered in the schools academic performance is increased when working in
during the COVID-19 Pandemic. Descriptions and collaboration (Dixson, 2015). Students can achieve
considerations for each learning modality are stated in higher levels of learning and retain more information
Appendix B of the memorandum such as Modular when they work in a group rather than doing it
Distance Learning specifically in Digital Modular individually. It is believed that each student has their
Distance Learning (DMDL) and Online Distance own strengths, potentials, and capabilities and once
Learning. Self-Learning Modules (SLMs) will be the they share these to their peers, it will motivate them
backbone distance learning mechanism to accompany to accomplish the assigned tasks. These increase the
textbooks, complemented by other distance learning perseverance of the students in achieving the best
modalities such as online, according to DepEd Order output possible in every activity (Buan, 2018).
No. 018 series of 2020. In terms of characteristics, social interaction is the
Collaborative Learning is one of the strategies which act, action, or practice of two or more people
are currently used as the world of education adapts to mutually oriented towards a goal or task. Students
its new normal of teaching. One of the learning believe that interacting and communicating with their
materials useful in learning Araling Panlipunan could peers are very beneficial to them and useful in
be an Online Collaborative Learning-based Module. achieving their goals and targets in dealing with
This is a self-learning module which includes learning tasks and activities. Knowledge can be
collaborative learning activities and tasks that suit created through the interaction and collaboration of
different groups of learners. Collaborative Learning individuals. Students can also communicate with their
as an educational approach opens the eyes of peers and share on how to do the learning task and
communication in a self-learning module. how to utilize the self-learning module. Each student
Through student-to-student interaction, the tasks may may suggest, inform, and recommend on what is best
for their group. They may agree to divide and assign
not be difficult to accomplish compared to doing it
individually, as students may collaborate with their the process questions of the performance task.
Collaborative learning is sustained in group
peers through their own ideas, insights, and
discovery. As for the fact that they can learn from interaction, as a means to promote socialized
learning, involving cognitive, social, and teaching
each other, they can also grow as an individual and as
a team. This approach can help them identify their presence (Hernández-Sellés, et. al., 2019).
strengths and weaknesses as a student and as a group Teamwork in a group is a must especially in doing
in dealing with their study habits and learning styles performance-based activities. It develops the skills of
despite the changes of our education system. the students in Online Collaborative Learning.
Collaborative Learning Method (CLM) helps learners Students who work in groups have a higher chance on
boost their self-confidence and motivation towards reaching an excellent academic performance at
learning the task together with their classmates. It school. Through these skills, they can interact and
also helps learners gain additional knowledge and learn to cooperate with their group members in terms
improve their habits. This method concerns students’ of agreed plans in accomplishing the given tasks. The
willingness on working by teams rather than working more the activities are collaborative, the more the
individually. They prefer to do it by groups as they students are interested and motivated to learn. The
can share each other’s insights and thoughts, and group members must always have mutual
achieve or target their goals in the learning task. The understanding, negotiation, and take responsibility in
premise that learning with others is better than doing a task. It also assisted the team to comprehend
studying alone is at the heart of collaborative learning the importance of teamwork and created awareness
(Nokes-Malach et al., 2015). Collaborative learning is

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about team dynamics and teamwork skills (Bhat, collaborate with their peers as online collaboration is
2020). given more focus on the activities. This can also
Additionally, individual accountability refers to the develop the students’ skills such as innovative skills,
concept that each person is responsible for his or her information and life skills which are significant to
own performance and learning. Students can adjust their personal lives.
and take responsibilities if the tasks need In this present time, students are currently adjusting
collaboration. By performing the task and activities, to being independent in terms of answering the
they feel secure as they invest their time, effort, and modules themselves since the face-to-face classes are
trust to their peers. Other members of the group also temporarily held. As a result of this manner, the
investigate and discuss shared viewpoints. The worth modules and the activities are repetitive and cannot
of these viewpoints is generated in a collaborative meet the needs of the students especially those
setting where all group members share cognitive enrolled in an online or digital learning modality.
responsibilities. Opinions are presented as a group in Through clicking the google form links, online
the context of literature and examples, and knowledge application links and the like, they can already answer
structures are built from existing opinions in the and learn from the collaborative learning activities
environment during the process (Yücel, Ümmühan written in the module.
Avcı; Usluel, Yasemin Koçak, 2016). The members
The use of Online Collaborative Learning-Based
of the group choose their team leader that will assign
Module has a great impact especially for the students
the different roles and functions to accomplish the
who learn actively with the use of technology. The e-
task.
learning environment allows for the creation of a self-
High study engagement reflects a strong goal directed learning tool which can then be completed at
orientation and focus on learning activities (Bakker, the learner’s own pace. These online modules can be
Sanz Vergel, & Kuntze, 2015), including of great help in improving students’ academic
collaborative work in groups; therefore, the weeks in performance especially when Collaborative Learning
which students are more engaged with their study are takes place in the given activities. This can also
very likely to be the weeks in which they are also enhance the activities in line with the Most Essential
more identified with their collaborative group (Curşeu Learning Competencies (MELCs) in the Department
et al, 2020). Students’ engagement also affects their of Education. Additionally, e-learning modules can be
academic performance as they are likely to perform in easily integrated into most curricula to support
groups rather than working the learning task alone. improved learning outcomes (Kowitlawakul et al.,
Integrating Collaborative Learning in a self-learning 2017)
module is a need especially that blended learning or Through collaborative learning, teachers can also
online learning are currently offered. With think of different ways to achieve effective group
Collaborative Learning, it is assumed that when engagement and activities in class. A teacher’s role is
students collaborate, positive outcomes may result. to design opportunities for independent learning and
Through interaction with others, people can construct act as a facilitator supporting collaborative learning
artefacts. It is achieved through a predominantly activities (Järvenoja et al., 2020). Thus, the
social constructivist learning approach whereby collaborative activities integrated in the self-learning
collaboration is essential to create a series of modules in the Distance Learning Modality or Digital
authentic learning artefacts…It is assumed in social Learning Modality are significant in helping the
constructivism that learners possess varying levels of learners’ performance in school. In an online learning
prior knowledge (Yates, 2018). environment, learners should be able to engage with
In today’s new normal, the use of technology puts other users and moderators. As a result, authentic
more emphasis to the lives of the people especially assignments and group work should be included in
for the students. Through ICT, the new normal the design of the online learning environment to
education has been realized and a lot of different encourage learners to connect with other members
modalities have been offered and implemented. One and moderators (Zhang et al., 2017).
of the modalities that is currently offered is the Moreover, collaborative learning activities in
Online Learning. This covers the synchronous classes asynchronous e-learning environment is necessary as
or asynchronous (through Digital Modular Learning). it also enhance the different skills of a student. Their
The activities provided by the teachers do not only skills may be honed when they are grouped. The
focus more on the traditional ones as they must meet teamwork skills and social skills are the skills
the competencies and the modalities, which students need to achieve when answering an Online
consequently, students have more chance to Collaborative Learning-Based Module. The ability to

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share ideas, insights and different opinions in a the acquisition of lifelong learning strategies (Chen et
collaborative and social way can be a good channel al., 2019; Moon & Hye, 2019; Qalehsari et al., 2017).
for the students to improve their academic
Summarily, Online Collaborative Learning-Based
performance despite the pandemic. However, there is
Module is one of the effective learning resource
a gap in the research regarding the activities in the
materials that a teacher may use to improve students’
self-learning modules that are not aligned with some
level of academic performance in Araling Panlipunan
of the learning modalities such as Online Learning 10.
and Digital Modular Learning.
THE PROBLEM
The Most Essential Learning Competencies (MELCs)
Statement of the Problem
pertain to the learning competencies that serve as
This research assessed the status of Online
primary reference of all schools, Schools Divisions
Collaborative Learning-Based Module in the teaching
and Regional Offices under the Department of
of Araling Panlipunan 10 (Kontemporaryung Isyu) to
Education. There are four competencies in the 3rd
Grade 10 Students at Gun-ob High School, Gun-ob
grading in Araling Panlipunan 10 which are: 1)
Lapu-Lapu City for the Academic Year 2020-2021 as
natatalakay ang mga uri ng kasarian (gender) at sex at
basis for Enhanced Online Collaborative Learning-
gender roles sa iba’t ibang bahagi ng daigdig (discuss
Based Module.
gender and sex and gender roles in the different parts
of the world), 2) nasusuri ang diskriminasyon sa Specifically, this study answered the following sub-
kababaihan; kalalakihan at LGBT (Lesbian, Gay, Bi – problems:
sexual, Transgender) (examines discrimination 1. What are the pre-test scores of Grade 10 students
against women; men and LGBT (Lesbian, Gay, Bi- exposed to the Online Individual Learning-Based
sexual, Transgender), 3) napahahalagahan ang tugon Module as control group and to the Online
ng pamahalaan at mamamayan Pilipinas sa mga isyu Collaborative Learning-based module as
ng karahasan at diskriminasyon (appreciate the experimental group in the following third quarter
response of the Philippine government and people to topics based on the Most Essential Learning
issues of violence and discrimination) and 4) Competencies (MELCs):
nakagagawa ng hakbang na nagsusulong ng 1.1. natatalakay ang mga uri ng kasarian (gender) at
pagtanggap at paggalang sa kasarian na nagtataguyod sex at gender roles sa iba’t ibang bahagi ng
ng pagkakapantay-pantay ng tao bilang kasapi ng daigdig,
pamayanan (takes action that promotes acceptance 1.2. nasusuri ang diskriminasyon sa kababaihan;
and respect for gender that promotes human equality kalalakihan at LGBT (Lesbian, Gay, Bi –
as a member of the community). These competencies sexual, Transgender),
are found in the curriculum guide and have been used 1.3. napahahalagahan ang tugon ng pamahalaan at
in crafting the self-learning module and its activities. mamamayan Pilipinas sa mga isyu ng
karahasan at diskriminasyon and
A lot of students have encountered difficulties in
1.4. nakagagawa ng hakbang na nagsusulong ng
answering the self-learning module. First, the module
pagtanggap at paggalang sa kasarian na
itself has traditional activities which only focus more
nagtataguyod ng pagkakapantay-pantay ng tao
on individual task such as answering essays and
bilang kasapi ng pamayanan?
process questions. Second, the module does not meet
the modality which is Online Learning or Digital 2. What are the post-test scores of the students from
Learning. Consequently, the students have lost their the control group and the experimental group
motivation in answering since the given activities are based on the above-mentioned MELCs?
already repetitive and may lead them to low scores 3. Are the significant differences in the pre-test and
and performance. Self-regulated e-learning modules post-test scores of students from the control and
are a novel teaching method that can help students get experimental groups based on the above-
better results (R.M. Logan et al, 2020). mentioned MELCs?
The experience of the researcher leads to the problem 4. Is there a significant mean gain difference
of this study which is most of the students get low between the post-test scores of the control group
scores in written work and performance task resulting and the experimental group of students on the
in low performance and diminished interest. The afore-mentioned topics and MELCs?
addition of an e-learning module to traditional
learning methods can foster a safe learning 5. What are the students’ perception in the use of the
environment for students while increasing their own Online Collaborative Learning-Based Module
self-efficacy, self-reflection, motivation to learn, and based on the following characteristics:

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5.1. social interaction, Design
5.2. teamwork, This study employed a mixed method of experimental
5.3. individual accountability? and descriptive research. This research aimed to
describe the use of the Online Collaborative
6. Based on the findings, what enhancement in the
online learning module can be realized? Learning-Based Module in Araling Panlipunan 10. It
was experimental in nature since the students were
Significance of the Study assessed through the pre-test (exposed to the Online
This study was conducted and expected to have a Individual Collaborative Learning-Based Module)
significant impact in several ways to the following: and post-test (exposed to the Online Collaborative
Department of Education (Division Office). This Learning-Based Module).
study will be gainful to the Division Office, On the other hand, the descriptive side of this
especially for the Learning Resources Management research comprised the level of agreement of the
and Development System (LRMDS) department as students’ perception in the use of the Online
they can endorse this Online Collaborative Learning- Collaborative Learning-Based Module in the
Based Module that can be used in some schools. following characteristics: social interaction,
District Supervisor of Araling Panlipunan. This teamwork, and individual accountability.
study will also be beneficial to the District Supervisor Flow of the Study
as he/she will coordinate with all school heads under In the IPO model, the flow of the study was
his/her district and encourage the teachers to use recapitulated in Figure 2. The input of the study
Online Collaborative Learning Based-Module included the pre-test scores of Grade 10 students
especially for those who are under the modality of exposed to the Online Individual Learning-Based
Online/Digital Learning. Module as control group and to the Online
School Heads. This study will be helpful to the Collaborative Learning-based module as
school heads as they can encourage teachers to Experimental group specified in the third quarter
improvise the Self-Learning Module into an Online MELCs and the students’ perception.
Collaborative Learning-Based Module as a learning The process started with a transmittal letter with the
resource material for improving the performance of approval from the Schools Divisions Superintendent
the students under Online and Digital Learning and School Principal in Gun-ob High School before
Modality. data gathering to acquire pertinent findings and
Araling Panlipunan Teachers. They are the conclusions. The researcher communicated and gave
facilitators of learning in this new normal education. the google form link to the respondents. The
With the use of the Online Collaborative Learning- processing of the data and statistical analysis were
Based Module, it will be easier for them to teach the presented through tables.
subject and guide the students despite the challenges The research output was the Enhanced Online
of the pandemic. Collaborative Learning-Based Module in line with the
Students. They are the beneficiaries of the study and third quarter Most Essential Learning Competencies
could learn more about the subject through the online (MELCs).
collaborative learning activities in the self-learning INPUT PROCESS OUTPUT
module. This will be especially useful for those Environment
students who are enrolled in Online and Digital Gun-ob High School formerly known as Gun-ob
Learning Modality. National High School, opened its doors in 1996 as a
Future Researchers. Despite the problems posed by night high school with only four teachers and a
the epidemic, this study will serve as a guide for handful of pupils. The new classrooms are part of
them. They can use this learning resource material as philanthropist Ramon Chiu's donation of 21
a reference in the future to assess learners' needs in classrooms to the Gun-ob High School, one of the
online learning and digital modular learning. many educational institutions in Central Visayas that
have benefited from Mr. Chiu's efforts. Aside from
RESEARCH METHODOLOGY the classrooms, the turnover ceremonies include a
This section presents the research design, flow of the covered court, essentially making Gun-ob High
study, environment, respondents, instruments, data School a "full high school."
gathering procedures, statistical treatment, and
scoring procedure. Since October 2020, Gun-ob High School offers
printed and digital learning modality from Grades 7 to
Grade 10 (Junior High School). The school is under

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the supervision of the School Principal, Mrs. Throughout the successful and fruitful years, Gun-ob
Luzviminda P. Estoya and now has 38 teachers (3 High School (GHS) has grown into one of the most
Head Teachers, 5 Master Teachers and 30 Teachers prestigious schools in the Division of Lapu-Lapu
from Teacher I to III). The school has 1174 students City. From its humble beginnings, it has established
enrolled in the School Year 2020-2021. It has also an identity that will guide its unyielding vision - "The
been recognized as one of the schools that performed Culture of Excellence."
well in the field of gymnastics over the years.

Figure 3: Location Map of the Research Environment

Respondents
This study involved two sections of Grade 10 for a total of 80 students in Gun-ob High School. In the following
sections, Grade 10-SBM has 40 students and Grade 10-RAQ has 40 students. All students answered the pre-test,
post-test, and their perceptions.

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Table 1 Distribution of Respondents
SECTION N %
GRADE 10-SBM 40 50
GRADE 10-RAQ 40 50
TOTAL 80 100
Instrument
The researcher used a questionnaire modified from the Araling Panlipunan 10 Self-Learning Modules (SLMs) in
the Department of Education – Division of Lapu-Lapu City as the basis of the research instrument.
Questionnaire. The first part of the questionnaire was the pre-test with 15 items for each competency and with a
total of 60 items. After answering the pre-test, the students were gathered through a synchronous session for a
discussion about Online Collaborative Learning and its activities. Then, the students answered the post-test
which has integrated activities in each competency. Both tests were done through Google forms. The last part of
the questionnaire was the perceptions based on the following characteristics such as Social Interaction,
Teamwork, and Individual Accountability.
Data Gathering Procedures
A letter of approval was submitted by the researcher. conduct the study in Gun-ob School through the School
Principal, Mrs. Luzviminda P. Estoya. The study was conducted for two weeks according to the preference of 2
sections in Grade 10. Each student answered the pre-test and post-test and their perception in dealing with
collaborative learning activities. After collecting all data, the researcher, with the help of a statistician tabulated
and tailed the survey as a basis for the completion of the study.
The data gathering was conducted from May 31 – June 19, 2021, during the third grading of the school year
2020-2021. The variables described in the study were students’ academic performance through the pre-test, post-
test, and their perceptions.
Treatment of Data
Sub-problems number 1 and 2 were treated using the weighted mean. Sub-problem number 3 was treated using
Wilcoxon signed rank test while sub-problem number 4 was treated using Mann-Whitney U Test. Sub-problem
number 5 was treated using the weighted mean.
Scoring Procedure
The scoring procedure below was used to assess the academic performance of the students before and after using
the Online Collaborative Learning-based module.
Score Range Interpretation Verbal Description
13 - 15 Outstanding The student performed excellently in the pre/post-test.
10 – 12 Very Satisfactory The student performed good in the pre/post-test.
7–9 Satisfactory The student performed averagely in the pre/post-test.
4–6 Fairly Satisfactory The student performed fairly well in the pre/post-test.
1–3 Did Not Meet The student performed Expectations poorly in the pre/post-test.
Four - Point Likert Scale was used to include four extreme options without a neutral choice. It determined the
students’ learning experiences in the use of the Online Collaborative Learning-based module based on the three
characteristics. The descriptive attributes used are the following:
Score Range Interpretation Verbal Description
3.25 - 4.00 Strongly Agree The student completely approves the statement.
2.50 - 3.24 Agree The student approves the statement.
1.75 - 2.49 Disagree The student disapproves the statement.
1.00 - 1.74 Strongly Disagree The student completely disapproves the statement.
DEFINITION OF TERMS Control group. This composes of students who have
To facilitate better understanding about the Online done the pre-test and post-test individually.
Collaborative Learning-Based Module for Araling Experimental group. This composes of students who
Panlipunan, the operational terms are hereby defined: have done the pre-test and post-test by group.
Academic Performance. This refers to the students’
achievement which can be measured and evaluated Perceptions. These are the students’ purposeful
through their pre-test and post-test scores. realizations, understanding or conceptions while

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learning and answering the collaborative learning as a primary reference of all schools, Schools
activities. These perceptions are based on the three Divisions and Regional Offices under the Department
characteristics such as Social Interaction, Teamwork, of Education.
and Individual Accountability.
Online Individual Learning-Based Module. It is a
Social Interaction. This involves an exchange of learning resource material containing collaborative
communication between two or more students. By learning activities that can be accessed online and
interacting with one another, knowledge can be done individually.
created, and students will be motivated to learn and
Online Collaborative Learning-Based Module. It is
work on their tasks.
a learning resource material containing collaborative
Teamwork. This is a combined action of the students learning activities that can be accessed online and
who work in groups or teams. This is efficient and done by a group.
effective when students learn to cooperate with their
Enhancement of the Self-learning module. This
group members, have mutual understanding and take
pertains to the improvement/s of the self-learning
responsibility.
module after assessing the academic performance of
Individual Accountability. This pertains to assessing the students. It includes collaborative learning
the quality and quantity of each members’ activities that can be accessed online and addressed
contributions. This occurs when each student's the students’ perception based on the survey.
performance is assessed, and the result of the
Status. This pertains to the progress, usefulness, and
activities and efforts made are given back to the
effectiveness in the use of the Online Collaborative
group.
Learning-based Module for Araling Panlipunan 10 to
Most Essential Learning Competencies (MELCs). Grade 10 students especially in Online and Digital
These pertain to the learning competencies that serve Modular Learning Modality.
2. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the data gathered from the academic performance based on the pre-test and post-test
scores of the Grade 10 students in Araling Panlipunan 10 and the conduct of a survey questionnaire on the
respondents’ perception based on the three characteristics. Along with the consolidation of statistical data, this
part also showcases the analysis and interpretation of the results.
THE PRE-TEST SCORES OF GRADE 10 STUDENTS IN THE CONTROL GROUP AND
EXPERIMENTAL GROUP
The Department of Education emphasizes the importance of the Most Essential Learning Competencies
(MELCs) in maintaining the quality and standard of education despite the changes of the modalities due to the
COVID-19 pandemic. This study gathered the students’ academic performance through essay type of test as the
basis for pre-test that evaluated their progress.
Thus, to answer the first problem of this study, the performance of 80 Grade-10 students from the four
competencies in the third quarter is presented in the succeeding table.
The first competency in the third grading of Araling Panlipunan 10 is “Natatalakay ang mga uri ng
kasarian (gender) at sex at gender roles sa iba’t ibang bahagi ng daigdig.”
Table 2 Pre-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
F % Category f % Category
1-3 8 20.00 D 0 0.00 D
4-6 12 30.00 FS 13 32.50 FS
7-9 9 22.50 S 12 30.00 S
10-12 10 25.00 VS 13 32.50 VS
13-15 1 2.50 O 2 5.00 O
Mean 6.85 8.33
Std Dev 3.15 2.68
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory

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Table 2 shows the distribution of students’ pre-test scores, frequency, percentage and category in the control
group and experimental group towards the first competency in the third grading in Araling Panlipunan 10. Ten
students had a Very Satisfactory rate with a percentage of 25.00, and 1 student got Outstanding with a
percentage of 2.50. Overall, the control group of 40 students had a grand mean of 6.85 and a standard deviation
of 3.15.
In the Experimental Group with 40 students, 13 students had a Very Satisfactory rate with a percentage of 32.50,
and 2 students outstand with a percentage of 5.00. Overall, the experimental group of 40 students had a grand
mean of 8.33 and a standard deviation of 2.68.
The fewer students who got D or Did not meet expectations grade in the Experimental group mean that they
particularly favor working the tasks with their peers or groupmates rather than doing them individually. When
working interactively with others, students learn to inquire, share ideas, clarify differences, problem-solve, and
construct new understandings (Hammar, 2014).
In collaborative learning, a partner(s), for instance, can co-regulate cognitive, motivational, or emotional
processes of a student(s) who may need help in relation to the group activity, or a student(s) can ask a
collaborating partner(s) to co-regulate his/her own learning (Grau & Whitebread, 2012; Järvelä & Hadwin,
2013).
The second competency in the third grading of Araling Panlipunan 10 is “Nasusuri ang diskriminasyon sa
kababaihan; kalalakihan at LGBT (Lesbian, Gay, Bi – sexual, Transgender).”
Table 3 Pre-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
F % Category f % Category
1-3 1 2.50 D 0 0.00 D
4-6 16 40.00 FS 11 27.50 FS
7-9 18 45.00 S 20 50.00 S
10-12 3 7.50 VS 8 20.00 VS
13-15 2 5.00 O 1 2.50 O
Mean 7.50 7.80
Std Dev 2.62 2.35
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 3 demonstrates the distribution of students’ pre-test scores, frequency, percentage and category in the
control group and experimental group towards the second competency in the third grading in Araling Panlipunan
10. As reflected in the table in the Control Group with 40 students, three students had a Very Satisfactory rate
with a percentage of 7.50, and 2 students obtained an Outstanding level with a percentage of 5.00. Overall, the
control group of 40 students has a grand mean of 7.50 and a standard deviation of 2.62.
In the Experimental Group with 40 students, no students met expectations did not meet expectations, eight
students had a Very Satisfactory rate with a percentage of 20.00, and 1 student was Outstanding with a
percentage of 2.50. Overall, the experimental group of 40 students had a grand mean of 7.80 and a standard
deviation of 2.35.
The results showed a favorable inclination towards better scores in the pre-test in experimental groups as most of
the students got a score from 7-9 and 10-12 compared when taking it individually. Students gained higher-level
reasoning, the ability to solve problems and the ability to use what they learned from one situation to the other
(Taqi, 2014).
The more students are placed in groups, the more their knowledge broadens and their skills enhance. Successful
collaborative learning requires an understanding of the kinds of interaction and activities that can enhance
learning (Vuopala, Hyvonen, & Jarvela, 2015).

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The third competency in the third grading of Araling Panlipunan 10 is “Napahahalagahan ang tugon ng
pamahalaan at mamamayan Pilipinas sa mga isyu ng karahasan at diskriminasyon.”
Table 4 Pre-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
f % Category f % Category
1-3 2 5.00 D 3 7.50 D
4-6 13 32.50 FS 4 10.00 FS
7-9 15 37.50 S 18 45.00 S
10-12 8 20.00 VS 12 30.00 VS
13-15 2 5.00 O 3 7.50 O
Mean 7.85 8.48
Std Dev 2.73 2.78
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 4 shows the distribution of students’ pre-test scores, frequency, percentage and its category in the control
group and experimental group towards the third competency in the third grading in Araling Panlipunan 10. As
reflected in the table in the Control Group with 40 students, 8 students have a Very Satisfactory rate with a
percentage of 20.00, and 2 students obtained an Outstanding level with a percentage of 5.00. Overall, the control
group of 40 students had a grand mean of 7.85 and standard deviation of 2.73.
In the Experimental Group with 40 students, 12 students had a Very Satisfactory rate with a percentage of 30.00,
and 3 students obtained an Outstanding level with a percentage of 7.50. Overall, the experimental group of 40
students had a grand mean of 8.48 and standard deviation of 2.78.
Based on the results shown above, students are more likely motivated to work with peers and groups which
resulted in better performance rather than performing individually. For effective collaboration amongst students,
student grouping should be a deliberate effort (McGlynn and Kozlowski, 2016). This also suggests that teachers'
strategies (e.g. asking pupils to try to solve a task by themselves first, seating them in groups, assigning them
group-bonding exercises, encouraging interactions and discussion among them, and regrouping them frequently)
help to develop pupils' abilities to work collaboratively, think and learn together, and develop social skills
(Dukuzumuremyi et al., 2018).
The fourth competency in the third grading of Araling Panlipunan 10 is “Nakagagawa ng hakbang na
nagsusulong ng pagtanggap at paggalang sa kasarian na nagtataguyod ng pagkakapantay-pantay ng tao
bilang kasapi ng pamayanan.”
Table 5 Pre-test Scores of the Grade 10
Control Group (n=40) Experimental Group (n=40)
Score Range
f % Category f % Category
1-3 6 15.00 D 3 7.50 D
4-6 7 17.50 FS 8 20.00 FS
7-9 17 42.50 S 17 42.50 S
10-12 9 22.50 VS 11 27.50 VS
13-15 1 2.50 O 1 2.50 O
Mean 7.48 7.68
Std Dev 2.81 2.71
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 5 unveils the distribution of students’ pre-test scores, frequency, percentage and its category in the control
group and experimental group towards the fourth competency in the third grading in Araling Panlipunan 10. As
reflected in the table in the Control Group with 40 students, 9 students obtained a Very Satisfactory rate with a
percentage of 22.50, and 1 student got Outstanding with a percentage of 2.50. Overall, the control group of 40
students had a grand mean of 7.48 and standard deviation of 2.81.

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In the Experimental Group with 40 students, 3 students did not meet expectations with a percentage of 7.50, 11
students obtained a Very Satisfactory rate with a percentage of 27.50, and 1 student got Outstanding with a
percentage of 2.50. Overall, the experimental group of 40 students had a grand mean of 7.68 and standard
deviation of 2.71.
The salient findings show that most of the Grade 10 students attain higher scores in experimental group from the
score range of 3-5, 7-9 and 10-12. The reason for this better performance could be the students’ motivation while
answering the pre-test. Some students who have low motivation in answering individual tests perform better
when doing it by group. While this may be tough for kids who are innately goal-oriented, it can help students
who are less motivated to achieve in a group situation (Costley, 2018).
Aside from students’ increased motivation, students can also acquire skills about positive interdependence,
individual accountability, face to face promoted interaction and group processing (Forslund Frykedal & Hammar
Chiriac, 2018).
THE POST-TEST SCORES OF GRADE 10 STUDENTS IN THE CONTROL GROUP AND
EXPERIMENTAL GROUP
The Department of Education emphasizes the importance of the Most Essential Learning Competencies
(MELCs) in maintaining the quality and standard of education despite the changes of the modalities due to the
COVID-19 pandemic. This study gathered the students’ academic performance through short video presentations
as the basis for post-test that evaluated their progress.
Thus, to answer the second problem of this study, the performance of 80 Grade-10 students from the four
competencies in the third quarter is presented in the table that follows:
The first competency in the third grading of Araling Panlipunan 10 is “Natatalakay ang mga uri ng
kasarian (gender) at sex at gender roles sa iba’t ibang bahagi ng daigdig.”
Table 6 Post-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
F % Category f % Category
1-3 0 0.00 D 0 0.00 D
4-6 0 0.00 FS 0 0.00 FS
7-9 5 12.50 S 0 0.00 S
10-12 23 57.50 VS 20 50.00 VS
13-15 12 30.00 O 20 50.00 O
Mean 11.50 12.50
Std Dev 1.84 1.50
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 6 demonstrates the distribution of students’ post-test scores, frequency, percentage and its category in the
control group and experimental group towards the first competency in the third grading in Araling Panlipunan
10. As reflected in the table in the Control Group with 40 students, 23 students obtained a Very Satisfactory rate
with a percentage of 57.50, and 12 students got Outstanding with a percentage of 30.00. Overall, the control
group of 40 students had a grand mean of 11.50 and standard deviation of 1.84.
In the Experimental Group with 40 students, 20 students had a Very Satisfactory rate with a percentage of 50.00,
and 50 students got Outstanding with a percentage of 50.00. Overall, the experimental group of 40 students had a
grand mean of 12.50 and standard deviation of 1.50.
The outputs of the post-test were the short video presentations where students took it individually (control
group) or by group (experimental group). Group online video presentations can help the learners to be more
creative and perform better than doing it alone. This will enhance their creativity, innovative and collaborative
skills while learning. E-learning settings offer a wealth of potential chances for high-quality learner-to-learner
collaboration (Costley, 2018). Students benefit from groupwork because it inspires them, provides peer training,
allows them to consider many views on a topic, and encourages them to be more creative (Rezaei, 2018).

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The second competency in the third grading of Araling Panlipunan 10 is “Nasusuri ang diskriminasyon sa
kababaihan; kalalakihan at LGBT (Lesbian, Gay, Bi – sexual, Transgender).”
Table 7 Post-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
F % Category f % Category
1-3 0 0.00 D 0 0.00 D
4-6 0 0.00 FS 0 0.00 FS
7-9 8 20.00 S 0 0.00 S
10-12 25 62.50 VS 8 20.00 VS
13-15 7 17.50 O 32 80.00 O
Mean 11.00 13.30
Std Dev 1.82 1.35
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 7 displays the distribution of students’ post-test scores, frequency, percentage and its category in the
control group and experimental group towards the second competency in the third grading in Araling Panlipunan
10. As reflected in the table in the Control Group with 40 students, 25 students had a Very Satisfactory rate with
a percentage of 62.50, and 7 students got Outstanding with a percentage of 17.50. Overall, the control group of
40 students had a grand mean of 11.00 and standard deviation of 1.82.
In the Experimental Group with 40 students, 8 students had a Very Satisfactory rate with a percentage of 20.00,
and 32 students got Outstanding with a percentage of 80.00. Overall, the experimental group of 40 students had a
grand mean of 13.30 and standard deviation of 1.35.
Based on the results above, 32 students or 80% in the experimental group got an Outstanding Grade compared to
the control group. Most of the students preferred doing the post-test by group which, consequently, lead them to
participate more by sharing ideas and insights to their groupmates without any hesitation and sometimes, by
leading the group on accomplishing the task. Allowing students to participate in collaborative learning provides
them with the tools they need to gain confidence and expand their abilities and interests in more difficult
subjects, so assisting them in becoming more academically successful (Backer, 2018).
The third competency in the third grading of Araling Panlipunan 10 is “Napahahalagahan ang tugon ng
pamahalaan at mamamayan Pilipinas sa mga isyu ng karahasan at diskriminasyon.”
Table 8 Post-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
f % Category f % Category
1-3 0 0.00 D 0 0.00 D
4-6 0 0.00 FS 0 0.00 FS
7-9 3 7.50 S 0 0.00 S
10-12 29 72.50 VS 4 10.00 VS
13-15 8 20.00 O 36 90.00 O
Mean 11.38 13.30
Std Dev 1.73 1.10
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 8 presents the distribution of students’ post-test scores, frequency, percentage and its category in the
control group and experimental group towards the third competency in the third grading in Araling Panlipunan
10. As reflected in the table in the Control Group with 40 students, 29 students had a Very Satisfactory rate with
a percentage of 72.50, and 8 students got Outstanding with a percentage of 20.00. Overall, the control group of
40 students had a grand mean of 11.38 and standard deviation of 1.73.
In the Experimental Group with 40 students, 4 students had a Very Satisfactory rate with a percentage of 10.00,
and 36 students got Outstanding with a percentage of 90.00. Overall, the experimental group of 40 students had a
grand mean of 13.30 and standard deviation of 1.10.

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The fewer students who got D or Did not meet expectations, F or Fairly Satisfactory and S or Satisfactory grade
in the Experimental group mean that students particularly preferred and enjoyed doing the tasks with their
classmates especially when the tasks involve online collaboration and social interaction (e.g., short video
presentation). Pupils' competencies develop through their interactional collaborative activities, such as
exploration, projects, play, and games. This learning model has been conceptualised as integrative (Dillenbourg
& Jermann, 2010).
Some of the students lost interest and did enjoy while working on their activities or tests. Thus, they did not
enjoy learning the subject and became lazy and uninterested most of the time. Attention to group processing may
raise learners' awareness and lead to more productive interactions and higher work quality for learners who have
lower levels of involvement in general education (Moore, 2019).
The fourth competency in the third grading of Araling Panlipunan 10 is “Nakagagawa ng hakbang na
nagsusulong ng pagtanggap at paggalang sa kasarian na nagtataguyod ng pagkakapantay-pantay ng tao
bilang kasapi ng pamayanan.”
Table 9 Post-test Scores of the Grade 10 Students
Control Group (n=40) Experimental Group (n=40)
Score Range
f % Category f % Category
1-3 0 0.00 D 0 0.00 D
4-6 0 0.00 FS 0 0.00 FS
7-9 2 5.00 S 0 0.00 S
10-12 27 67.50 VS 16 40.00 VS
13-15 11 27.50 O 24 60.00 O
Mean 11.48 13.00
Std Dev 1.72 1.27
Legend: D- Did Not Meet Expectations S- Satisfactory O- Outstanding
FS- Fairly Satisfactory VS- Very Satisfactory
Table 9 shows the distribution of students’ post-test scores, frequency, percentage and its category in the control
group and experimental group towards the fourth competency in the third grading in Araling Panlipunan 10. As
reflected in the table in the Control Group with 40 students, 27 students had a Very Satisfactory rate with a
percentage of 67.50, and 11 students got Outstanding with a percentage of 27.50. Overall, the control group of
40 students had a grand mean of 11.48 and standard deviation of 1.72.
In the Experimental Group with 40 students, 16 students had a Very Satisfactory rate with a percentage of 40.00,
and 24 students got Outstanding with a percentage of 60.00. Overall, the experimental group of 40 students had a
grand mean of 13.00 and standard deviation of 1.27.
The results showed a favorable inclination towards better scores in the post-test in experimental groups as most
of the students got a score from 10-12 and 13-15 with an equivalent rating of Very Satisfactory (VS) and
Outstanding (O) respectively compared when taking it individually.
Learning and doing a task or activity in a group depends on the consensus and agreement among the group
members. According to a recent systematic Sun, Siklander, and Ruokamo (2018), scaffolding, collaboration and
perceived ease of use are the most efficient factors for triggering pupils' interest, which is important to take into
account in the inclusive classroom as well.
The group leader must lead his/her members, divide tasks, and work well by appreciating their contributions.
When students have well-structured group work experiences or are educated in group work practices, the effects
of learning in groups are significantly improved (Hattie, 2009).
SIGNIFICANT DIFFERENCES BETWEEN THE PRE-TEST AND THE POST-TEST SCORES OF
STUDENTS FROM THE CONTROL AND EXPERIMENTAL GROUPS
The statistical treatment utilized was the significance of p-value = 0.05. Thus, to answer the third problem of this
study, the significant difference between the pre-test and post-test scores of students from the control and
experimental groups based on the third quarter Most Essential Learning Competencies is presented in the table
that follows:

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Table 10 Significant Differences between the Pre-test and the Post-test Scores of Students from the
Control and the Experimental Group based on the Most Essential Learning Competencies (MELCs)
Scores Scores
Respondents Pre-test Post-test p-value Decision Interpretation
Mean Std Dev Mean Std Dev
Control Group (n=40) 29.68 10.06 45.35 5.97 0.0000* Reject Ho Significant
Experimental Group (n=40) 32.28 8.51 52.10 3.30 0.0000* Reject Ho Significant
*significant when p-value <0.05
Table 10 unveils the statistical treatment of the data gathered from the pre-test and post-test scores from the
control and the experimental group based on third grading Most Essential Learning Competencies (MELCs)
using the Wilcoxon signed rank test. During the conduct of pre-test, the control group with 40 respondents had a
grand mean of 29.68 and a standard deviation of 10.06; while for the experimental group, it gained a grand mean
of 32.28 and a standard deviation of 8.51. During the conduct of post-test. The control group with 40
respondents had a grand mean of 45.35 and a standard deviation of 5.97; while for the experimental group, it
gained a grand mean of 52.10 and a standard deviation of 3.30. The interpretation of the results above is
significant. Further, the P-value is 0.0000 is lesser than the standard level P-value of 0.05.
This result signifies that the null hypothesis is rejected in both groups. Hence, there was a significant difference
in the pre-test and post-test scores of students from the control and experimental groups based on the Most
Essential Learning Competencies (MELCs).
Further, the significant difference in the pre-test and post-test scores of students from the control and
experimental groups based on the MELCs has an effect to students’ active participation, interaction, and active
engagement in learning. Engagement in an e-learning environment is generally favorable for students, albeit the
environment must be balanced and the learner's social and cognitive growth must be taken into account (Costley
& Lange, 2016a; Costley & Lange, 2016b).
The use of Online Collaborative Learning-based module and the learning activities has also built confidence,
honed their skillset, and broadened their knowledge. This can also develop learners’ communication,
collaboration, creativity, and critical thinking skills. Pupils can learn social and personal responsibility, skills
about collaboration, skills about working in teams or in small groups, interpersonal (Dede, 2010; Forslund
Frykedal & Hammar Chiriac, 2018).
Thus, the significant difference of the two variables in this study asserts the importance of the application of
Online Collaborative Based-Learning Module.
SIGNIFICANT MEAN GAIN DIFFERENCE IN THE POST-TEST
SCORES OF THE CONTROL AND EXPERIMENTAL GROUPS
The statistical treatment utilized was the significance of p-value = 0.05. Thus, to answer the fourth problem of
this study, the significant mean gain difference of the post-test scores in the control and experimental groups of
students and the third quarter Most Essential Learning Competencies is presented in the table that follows:
Table 11 Significant Mean Gain Difference in the Post-test Scores of the Control and the
Experimental Groups of students and Most Essential Learning Competencies (MELCs)
Scores
Respondents Post-test p-value Decision Interpretation
Mean Std Dev
Control Group (n=40) 45.35 5.97
Experimental Group (n=40) 52.1 3.30 0.0000 Reject Ho Significant
*significant when p-value <0.05
Table 11 displays the statistical treatment of the data gathered between the post-test scores of the control and the
experimental groups based on third grading Most Essential Learning Competencies (MELCs) using the Mann-
Whitney U Test. During the conduct of post-test, the control group with 40 respondents had a grand mean of
45.35 and a standard deviation of 5.97 while the experimental group had a grand mean of 52.1 and a standard
deviation of 3.30. The interpretation of the results above is significant. Further, the P-value is 0.0000 is lesser
than the standard level P-value of 0.05.
Hence, this result signifies that the null hypothesis is rejected in both groups. Thus, there was a significant mean
gain difference between the post-test scores of students of the control and experimental groups based on the
Most Essential Learning Competencies (MELCs).

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The significant mean gain difference between the post-test scores of students of the control and experimental
groups based on the MELCs has a great effect to students’ success in doing the tasks and activities by group
(experimental) compared to doing it alone or individually (control group). The effectiveness of having
collaborative or grouped activities has led to more motivation, active participation, and a better academic
performance to the learners. Group work and study groups are ubiquitous and have been shown to benefit
students in terms of their performance and learning (Chen & Yang, 2019).
These online grouped activities are more effective in carrying out the subject’s objectives and competencies
especially in the Online and Digital Modular Learning Modality. Digital technologies can support pupils' group
interaction activities; engagement with work (Dukuzumuremyi et al., 2018).
Thus, the significant mean gain difference of the two variables in this study asserts the importance of the
application of Online Collaborative Based-Learning Module.
STUDENTS’ PERCEPTION IN THE USE OF ONLINE COLLABORATIVE LEARNING-BASED
MODULE
These are the students’ purposeful realization, understanding or conception while learning and answering the
Collaborative Learning activities. These perceptions are based on the three characteristics such as Social
Interaction, Teamwork, and Individual Accountability. Each characteristic has 10 criterion items. This study
gathered the students’ perception through a Likert scale with its corresponding level of agreement: 4 – Strongly
Agree, 3 – Agree, 2 – Disagree and 1 – Strongly Disagree.
Thus, to answer the fifth problem of this study, the perception of 80 Grade-10 students based on the three
characteristics are presented in the preceding tables.
Social Interaction in the use of the Collaborative Learning-Based Module
Table 12 Students’ Perception
Criterion Items WD VD
I feel motivated when my classmates and I interact with each other. 3.39 SA
I follow a lot of my classmates’ opinions, advices and insights. 3.31 SA
I share my ideas and learnings with my classmates all the time. 3.33 SA
I prefer to work on a task through a phone call with my classmate. 3.24 A
My groupmates and I assign tasks and roles through our group chat. 3.50 SA
I feel happy if our group leader asks for our suggestions and reactions before doing the task. 3.40 SA
If I have some difficulties answering the activities, I try to contact my classmates via
3.35 SA
Facebook messenger or the like.
I can comprehend more of the activities if my classmates share about the lesson from time to
3.35 SA
time.
I can learn more if my classmates and I share ideas on complex topics. 3.46 SA
I can expand my knowledge more if my classmates share their insights, personal experiences
3.44 SA
and ideas related to the topic.
General Weighted Mean 3.38 SA
Legend: 4- Strongly Agree 2- Disagree 3- Agree 1- Strongly Disagree
Table 12 shows the results of the students’ perception in the use of Online Collaborative Learning-based Module
in Araling Panlipunan through Social Interaction. Each criterion item displays its WD or Weighted Mean and VD
or Verbal Description. Nine items got a rating of 4 or its equivalent level of agreement of Strongly Agree. Only
item number four got a weighted mean of 3.24 with its equivalent verbal description of Agree.
Students’ perception through Social Interaction have a huge effect in terms of accomplishing grouped activities.
Students who interact more with their peers, classmates and even teachers for guide and instruction could help
them excel in their studies. Connecting and communicating with peers in the new normal education help students
to achieve their goals despite of the current situation and modality that has been offered. For instance, the
‘relational’ approach developed by Kutnick and his colleagues (Kutnick & Blatchford, 2014), which aims to
improve students’ social, communication and advanced group working skills could prove fruitful.
The more pupils interact with one another, the more their abilities and knowledge grow. Additionally,
interactivity with teachers, peers, and online knowledge sharing behaviour has seen a significant impact on
students’ engagement which consequently has a significant impact on students’ academic performance (Ansari et
al., 2020).

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Teamwork in the use of the Collaborative Learning-Based Module
Table 13 Students’ Perception
Criterion Items WD VD
My groupmates and I display high levels of cooperation and mutual support in doing a task. 3.31 SA
My groupmates and I set and meet challenging goals in doing a task. 3.34 SA
Everyone values what each member contributes
3.39 SA
to the group in accomplishing a learning task.
My groupmates and I avoid duplication of effort to maximize time and set deadlines for
3.43 SA
every task.
My groupmates and I have a strong sense of accomplishment relative to our learning tasks. 3.41 SA
My groupmates and I maintain a can-do approach when encountering frustrating situations
3.28 SA
while doing our learning tasks.
My groupmates and I can work through differences of opinion in planning a task without
3.43 SA
damaging our group's relationship.
My groupmates and I make sure our learning tasks are accomplished on time. 3.43 SA
My groupmates and I appreciate one another's unique capabilities and contributions in
3.43 SA
doing a task.
My groupmates and I plan ahead of time and distribute the tasks equally. 3.45 SA
General Weighted Mean 3.39 SA
Legend: 4- Strongly Agree 2- Disagree 3- Agree 1- Strongly Disagree
Table 13 unveils the results of the students’ perception in the use of Online Collaborative Learning-based
Module in Araling Panlipunan through Teamwork. Each criterion item displays its WD or Weighted Mean and
VD or Verbal Description. All criterion items got a rating of 4 or its equivalent level of agreement of Strongly
Agree.
Students’ perception of Teamwork have a huge effect in terms of accomplishing grouped activities. When
teamwork is present in a group, the members will be more encouraged, inspired, and motivated to participate and
cooperate in accomplishing the activities. It is also recognised that collaboration is a challenging process and its
success depends on effective use of self and social forms of regulation of learning (Järvelä et al., 2016).
In answering these criterion items, the respondents realized that there is more to teamwork. It is when each
member contributes to the group, members work with a sense of urgency especially when given a task and sets a
goal or target with planning among the group members. When group interactions are heavily structured to attain
specified learning goals and each learner is responsible for a portion of the task, these techniques are classified
as cooperative (Zambrano et al., 2019).
Individual Accountability in the use of the Collaborative Learning-Based Module
Table 14 Students’ Perception
Criterion Items WD VD
I work with a sense of urgency if I am assigned to do a task in a group. 3.53 SA
I feel responsible when we cannot accomplish or finish a task on time. 3.19 A
I give our group my full support and cooperation in answering the module's collaborative
3.41 SA
learning activities.
I actively participate in our group for us to successfully finish and submit the given task
3.66 A
on time.
I finish my assigned task on time to avoid delays in our group submission. 3.48 SA
I feel happy if I contribute a lot of ideas that make our group accomplish a difficult task. 3.45 SA
I always ask my groupmates anything I could help even if I have already done my part. 3.34 SA
I feel guilty and frustrated if I cannot contribute anything to the group. 3.19 A
I always allocate time for group meetings and group work. 3.43 SA
I'm not too fond of the idea of being a free-rider; thus, I always make sure to share my
3.55 SA
insights with my group.
General Weighted Mean 3.42 SA
Legend: 4- Strongly Agree 2- Disagree 3- Agree 1- Strongly Disagree
Table 14 displays the results of the students’ perception in the use of Online Collaborative Learning-based
Module in Araling Panlipunan through Individual Accountability. Each criterion item displays its WD or

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 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
Weighted Mean and VD or Verbal Description. Seven criterion items got a rating of 4 or its equivalent level of
agreement of Strongly Agree. Only item number four got a weighted mean of 3.24 with its equivalent verbal
description of Agree.
Students’ perceptions in answering the post-test through Individual Accountability have positive and favorable
responses. There are factors needed to consider such as feeling of being a group member, trusting other group
members and pursuing common goals (Forslund Frykedal & Hammar Chiriac, 2018), responsibility to fulfill,
time to allocate and ideas to share.
Thus, learners should value the importance of Individual Accountability especially when they are involved in
group tasks and are assigned to do some roles. It provides a manner of working with people that respects and
recognizes individual group members' strengths and contributions in all situations where individuals come
together in groups. The members of the group share authority and accept accountability for the actions of the
group. Collaborative learning's core principle is consensus-building through group cooperation, as opposed to
competition in which individuals outperform other group members (Marjan et al., 2012).
3. SUMMARY OF FINDINGS, CONCLUSION, experiences based on the criterion items presented.
AND RECOMMENDATIONS Thus, these three characteristics form a vital role in
The findings, conclusion, and recommendations are doing classroom collaborative or grouped activities.
presented in this chapter based on the data interpreted
CONCLUSION
in the previous chapter. The study hereby concludes that students performed
SUMMARY OF FINDINGS better in the third quarter Most Essential Learning
Based on the sub-problems raised, the findings below Competencies in Araling Panlipunan 10 when they
are attained: were assigned and given group work rather than
doing them individually. Hence, to nurture
After evaluating the pre-test scores of Grade 10
outstanding students' learning performance and
students exposed to the Online Individual Learning-
outcome, an enhanced Online Collaborative
Based Module as control group and to the Online
Learning-Based Module would be crafted to develop
Collaborative Learning-based module as
self-directed and simplified instruction. This
Experimental group in the following third quarter
enhanced module could be useful in learning the
topics and Most Essential Learning Competencies
subject especially to students enrolled under Online
(MELCs), most of the students’ academic per
Learning and/or Digital Modular Learning Modality.
learning competency were categorized as Satisfactory
or S, Very Satisfactory or VS and Outstanding or O RECOMMENDATIONS
per learning competency. This study does not intend to replace another Self-
Learning Module that DepEd has already been
After evaluating the post-test scores of Grade 10
crafted. Instead, this study revealed that Online
students from the control group and the experimental
Collaborative Learning-Based Module may be one of
group based on the Most Essential Learning
the learning resource materials that could be of great
Competencies (MELCs), most of the students’
help and use especially to students enrolled under the
academic per learning competency were categorized
modality of Online Learning and/or Digital Modular
as Very Satisfactory or VS and Outstanding or O per
Learning. Based on the results and conclusion, the
learning competency.
following recommendations are hereby presented:
There is a significant difference in the pre-test and
1. The Enhanced Online Collaborative Learning-
post-test scores of students from the control and
Based Module of this study can be used in
experimental groups based on the MELCs.
succeeding school years specifically in the third
There is a significant gain difference between the quarter of Grade 9. This enhanced module will
post-test scores of students of the control and help the learners engage in learning and will be
experimental groups based on the Most Essential motivated to work and participate through the
Learning Competencies (MELCs). collaborative learning activities despite the
The students’ learning experiences in the use of adjustments in the new normal education.
Online Collaborative Learning-Based Module based 2. In implementing the enhanced module with the
on the three characteristics namely: Social online collaborative activities in the Online
Interaction, Teamwork, and Individual Accountability Learning and/or Digital Modular Learning
are favorable and agreeable to the Grade 10 students. Modality, the teachers must ensure that rubric and
Most of them strongly agreed their learning criteria will serve as a guide for the learners.

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 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
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