CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter provides the presentation of statistical data relative to the problem posited. The data
gathered, the results of the statistical analysis done and interpretation of findings are presented in this portion of
study. Which deals with the number and percentage, and interpretation of the gathered data about; The Effect of
Collaborative Learning on Critical Thinking and Problem-Solving Skills in Grade 11 HUMSS and STEM.

I. Respondents’ Demographic Profile

Table 1.1: The Profiles of the Respondents in terms of Gender

Table 1.1 shows the total number of the female and male respondents from Grade 11 HUMSS and
STEM students of Ozamiz City School of Arts and Trades. There are 45 male and 55 female respondents for a
total of 100 respondents. Male (45%) and Female (55%) respondents, which implies that female have more than
the number of male respondents.

(55)
(45)
Table 1.2: The Profile of the Respondents in terms of Age

Table 1.2 shows the total number and percentage of the age range of 100 respondents. Based on the
table 53 respondents are 17 years old, 34 respondents are 16 years old, 11 respondents are 18 years old, and 2
respondents are 19 years old. Respondents who are 17 years old are the majority with a percentage of 53%, it is
followed by respondents who are 16 years old, they consist of 34% of the total population, then respondents
who are 18 years old has 11% and respondents who are the minority of the group which is 19 years old consist
of 2% of the total population.
As shown in the chart, 28% of the respondents strongly agreed, 49% agreed, 15% disagreed, and 8% strongly
disagreed with this matter. It indicates that collaborative learning activities help most students develop their
critical thinking skills. Additionally, 8% of the respondents strongly disagreed with this matter, which indicates
that collaborative learning activities didn’t help them develop their critical thinking skills. 

As shown in the chart, 30% of the respondents strongly agreed, 51% agreed, 15% disagreed, and 4% strongly
disagreed with this matter. It indicates that collaborative learning activities provide most students with
opportunities to learn from their peers. Moreover, 4% of the respondents strongly disagreed with this matter,
which indicates that collaborative learning activities didn’t provide them with opportunities to learn from their
peers.
  
As shown in the chart, 25% of the respondents strongly agreed, 54% agreed, 16% disagreed, and 5% strongly
disagreed with this matter. It indicates that participating in collaborative learning activities help most students
improve their problem-solving abilities. Moreover, 5% of the respondents strongly disagreed with this matter,
which indicates that participating in collaborative learning activities didn’t help them improve their problem-
solving abilities. 
 
 

 
As shown in the chart, 15% of the respondents strongly agreed, 56% agreed, 25% disagreed, and 4% strongly
disagreed with this matter. It indicates that many students feel more confident in their ability to solve problems
when they participate in collaborative learning activities. Furthermore, 4% of the respondents strongly
disagreed with this matter, which indicates that they didn’t feel more confident in their ability to solve problems
when they participate in the collaborative learning activities.
  
As shown in the chart, 26% of the respondents strongly agreed, 49% agreed, 17% disagreed, and 8% strongly
disagreed with this matter. It indicates that the majority of students would recommend that teachers continue to
use collaborative learning activities in their class to help them improve their critical thinking and problem-
solving skills. Moreover, 8% of the respondents strongly disagreed with this matter, which indicates that they
would not recommend that teachers continue to use collaborative learning activities in their class. 
 
 

 
 
As shown in the chart, 26% of the respondents strongly agreed, 46% agreed, 21% disagreed, and 7% strongly
disagreed with this matter. It indicates that collaborative learning activities help most students develop social
and communication skills. Additionally, 7% of the respondents strongly disagreed with this matter, which
indicates that collaborative learning activities didn’t help them develop social and communication skills. 
  
As shown in the chart, 30% of the respondents strongly agreed, 44% agreed, 18% disagreed, and 8% strongly
disagreed with this matter. It indicates that collaborative learning activities help most students understand the
subject more deeply. Furthermore, 8% of the respondents strongly disagreed with this matter, which indicates
that collaborative learning activities didn’t help them understand the subject matter more deeply. 
 

 
As shown in the chart, 35% of the respondents strongly agreed, 44% agreed, 14% disagreed, and 7% strongly
disagreed with this matter. It indicates that collaborative learning activities provide most students with different
perspectives and ideas that they would not have thought of on their own. Moreover, 7% of the respondents
strongly disagreed with this matter, which indicates that collaborative learning activities didn’t provide them
with different perspectives and ideas that they would not have thought of on their own. 
  
As shown in the chart, 29% of the respondents strongly agreed, 52% agreed, 12% disagreed, and 7% strongly
disagreed with this matter. It indicates that participating in collaborative learning activities helped most students
stay more engaged and interested in the subject matter. Additionally, 7% of the respondents strongly disagreed
with this matter, which indicates that participating in collaborative learning activities didn’t help them stay more
engaged and interested in the subject matter. 

 
As shown in the chart, 25% of the respondents strongly agreed, 46% agreed, 20% disagreed, and 9% strongly
agreed with this matter. It indicates that the majority of students think it is challenging to work with others in a
collaborative learning environment because everyone has different ideas and opinions. Moreover, 9% of the
respondents strongly disagreed with this matter, which indicates that they didn’t think it is challenging to work
with other in collaborative learning environment.
  
As shown in the chart, 19% of the respondents strongly agreed, 56% agreed, 16% disagreed, and 9% strongly
disagreed with this matter. It indicates that participating in collaborative learning activities helped most students
perform better in their other subjects, such as Math, Science, English and Social Studies. Additionally, 9% of
the respondents strongly disagreed with this matter, which indicates that participating in collaborative learning
activities didn’t help them perform better in their other subjects. 
 
 
 

 
As shown in the chart, 26% of the respondents strongly agreed, 49% agreed, 18% disagreed, 7% strongly
disagreed with this matter. It indicates that collaborative learning activities improved most of students' problem-
solving skills. Furthermore, 7% of the respondents strongly disagreed with this matter, which indicates that
collaborative learning activities didn’t improve their problem-solving skills. 
 As
shown in the chart, 22% of the respondents strongly agreed, 57% agreed, 15% disagreed, and 6% strongly
disagreed with this matter. It indicates that collaborative learning activities helped most students improve their
understanding of the subjects they're studying. Moreover, 6% of the respondents strongly disagreed with this
matter, which indicates that collaborative learning activities didn’t help them improve their understanding of the
subjects they’re studying. 
 
 

 
As shown in the chart, 23% of the respondents strongly agreed, 54% agreed, 16% disagreed, and 7% strongly
disagreed with this matter. It indicates that many students feel more engaged in class when they participate in
collaborative learning activities. Furthermore, a total of 7% of the respondents strongly disagreed with this
matter, which indicates that they didn’t feel more engaged in class when they participate in collaborative
learning activities. 
 
  
As shown in the chart, 36% of the respondents strongly agreed, 38% agreed, 16% disagreed, and 10% strongly
disagreed with this matter. It indicates that the majority of students would recommend that teachers continue to
use collaborative learning activities in their class to help them perform better academically. In addition, 10% of
the respondents disagreed and strongly disagreed with this matter, which indicates that they would not
recommend that teachers continue to use collaborative learning activities in their class to help them perform
better academically. 
 
 
 

RESULTS AND DISCUSSION 

 
         The majority of the respondents agreed on the positive effect of collaborative learning while minority of
them disagreed with the statement given. The results of the study indicate that collaborative learning has a
positive impact on the development of critical thinking and problem-solving skills among Grade 11 HUMSS
and STEM students. The collaborative learning approach, characterized by active student participation,
interaction, and cooperation, seems to foster deeper understanding, knowledge construction, and the ability to
apply acquired knowledge in real-life situations. Moreover, the majority of respondents agreed that one of the
significant challenges of collaborative learning was dealing with different ideas and opinions within a group.
Students expressed that reconciling divergent viewpoint often required extensive discussion and compromise,
leading to a time-consuming process. However, they also recognized the potential benefits of this challenge in
terms of broadening their perspectives and enhancing critical thinking skills. The study also demonstrated that
collaborative learning positively impacts the overall academic performance of Grade 11 HUMSS and STEM
students. The implementation of collaborative learning methods led to improved grades, enhanced
understanding of course material, development of problem-solving and critical thinking skills, and the
cultivation of effective communication and collaboration abilities. In conclusion, this study provides evidence
that collaborative learning is an effective instructional approach for enhancing critical thinking and problem-
solving skills among Grade 11 HUMSS and STEM students.