thesis
CHOOSING GROUPMATES: ASSESSING PREFERENCES FOR TEACHER-FORMED vs. STUDENT-SELECTED GROUPINGS OF HIGH SCHOOL STUDENTS OF NOTRE DAME OF GREATER MANILA
A Research Paper Presented to the Faculty of the English Department of Notre Dame of Greater Manila
In Partial Fulfilment of the Requirements for the course In English 4
By
Glenn Arnold Angeles
Adrian Gabriel Baetiong
IV – St. Mark
8 August 2011
CHAPTER I
The Problem and its Setting This chapter aims to present the background of the study, the conceptual framework, the statement of the problem, the significance of the study, the scope and limitations and the definition of terms.
INTRODUCTION: 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, share similar characteristics and collectively have a sense of unity. By this definition, a society can be viewed as a large group, though most social groups are considerably smaller. 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 notion common in childhood
A Research Paper Presented to the Faculty of the English Department of Notre Dame of Greater Manila
In Partial Fulfilment of the Requirements for the course In English 4
By
Glenn Arnold Angeles
Adrian Gabriel Baetiong
IV – St. Mark
8 August 2011
CHAPTER I
The Problem and its Setting This chapter aims to present the background of the study, the conceptual framework, the statement of the problem, the significance of the study, the scope and limitations and the definition of terms.
INTRODUCTION: 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, share similar characteristics and collectively have a sense of unity. By this definition, a society can be viewed as a large group, though most social groups are considerably smaller. 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 notion common in childhood