Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Presented

in

this

chapter

are

the

summary,

conclusions

and

recommendations based from the previously presented, analyzed and

interpreted data on cooperative learning of teacher education students.

Summary
This study covered 150 teacher education students of Pangasinan
State University Urdaneta Campus during the school year 2013-2014. The
major purpose of the study is to determine the demographic profile such as
sex, age and family income; and the cooperative learning of teacher
education students.
Specifically, it suggests answering the following questions:
1.

What the profile of the teacher education student of PSU-Urdaneta

Campus in terms of:

A.

Age,

B.

Sex, and

C.

Family income?

2.

What is the Cooperative Learning the of Teacher Education students of

PSU- Urdaneta as measured by the Cooperative Learning Checklist when

grouped in terms of
A.

Age,

B.

Sex,

C.

Family income?

3.

What is the Cooperative Learning of the Teacher Education of PSU-

Urdaneta as measured by the Interpersonal Qualities Checklist when grouped

as a whole?

Findings
The data gathered revealed the following:
1. Profile of the Teacher Education Students
A. Sex. Out of 150 respondents, 33 or 22% were male and 117 or 78%
were female.
B. Age. With respect to the age of 150 respondents, 22 or 14.67%
were 16 years old, 41 or 27.33% were 17 years old, 33 or 22% were
18 years old, 30 or 20% were 19 years old and 24 or 16% were 20
years and above.
C. Family Income. Among the 150 respondents, 81 or 54% were
respondents who have low family income, 69 or 46% were those
who belong to families with high family income.
2. Cooperative Learning of teacher education students as measured by
Cooperative Learning Questionnaire when grouped according to sex,
age, and family income.
A. Sex. The cooperative learning level of teacher education students
on male respondents had a computed weighted arithmetic mean of
3.81 while on female respondents had a computed weighted
arithmetic mean of 3.88 which are both interpreted as high
cooperative learning level. Therefore, sex is a contributory factor
with regard to the cooperative learning level.
B. Age. The cooperative learning level of teacher education students
among 16 years old had a computed weighted arithmetic mean of
3.93 which is interpreted as high, in 17 years old had a computed
weighted arithmetic mean of 3.82 which means high, in 18 years

old had a computed weighted arithmetic mean of 4.03 which means

high, in 19 years old had a computed arithmetic mean of 3.61 which
means high and in 20 years old had a computed weighted
arithmetic mean of 4.07 which is also interpreted as high
cooperative learning level. Therefore, age is a contributory factor
with the cooperative learning level of teacher education students.
C. Family Income. The computed arithmetic mean of respondents with
low family income was 3.95 while those who belong to high family
income had a computed arithmetic mean of 3.79 which are both
interpreted as high cooperative learning level. Therefore, family
income is a contributory factor with the cooperative learning level of
teacher education students.
3. Cooperative learning level of the Teacher Education Students as
measure by Cooperative questionnaire when grouped as a whole.
A. The Cooperative Learning Level of the Teacher Education Students
have a computed overall mean of 3.889 which interpreted as high
cooperative learning, which means that the level of Cooperative
Learning of Teacher Education Students is high.

Conclusions
The

Teacher

Education

students

were

dominated

by

female

respondents. The profile of the Teacher Education students was the

manifestation of the diversity of learners, specially their family backgrounds.
Its a must for the teachers to know their students very well.
Regardless of these differences, they still grouped as one, the future
educators of the 21st century, interacting and working together attaining
common goal to a common end of their success. They all belong to the same
department, the Teacher Education Department.
As the result of the researchers investigation, the Teacher Education
Students are work together to learn and are responsible for their teammates'
learning as well as their own. They are good in dealing with other people;
though there are some factors that may affect their skill, they can still be
able to have a good relationship with other people in order for them to learn
and work together.
The Teacher Education students have highly manifested cooperative
learning skill. Their academic performance seems successful and they excel
in different areas of their learning. Thus, having this skill they might become
future pillars and assets of their society.

Recommendations:
Based from the findings, the following recommendations are offered:
1. a. The Teacher Education Department must encourage more males
enroll in this department because now we are lacking of male teachers.
b. Implement some group discussions and activities for the Teacher
Education Students so that they could be more acquainted and at ease
with each other regardless of their family background.
2. a. Teacher Education Students must further develop the curriculum to
build up the Cooperative Learning of the students. More enhancing
experience and activities should be planned and implemented to
improve and maintain the cooperative learning of the respondents.
b. Since Teacher Education have highly cooperative learning here are
some tips for the teachers that will help the students maintain and
even enhance this skill:
b.1. Participate in enjoyable activities with peers.
b.2. Heterogeneous grouping has been found out to affect the
performance of the members. High achievers can tutor the other
members, thus raising the achievement level of the group.
b.3. Make sure that the students can work well in group situations. This
would need an observation of their social skills and willingness to
cooperate.
b.4. Provide sufficient working tools so as not be hampered by time
that might be spent waiting.
b.5. Provide adequate space for ease and speed of movement.
3. Other

related

studies

should

be

conducted

to

determine

the

cooperative learning skills of the Teacher Education Students of PSU-

Urdaneta Campus, using other evaluation techniques or instruments to

test the reliability of results.