The effect of triangulation grouping to below average students in understanding physic; synopsis

The Effect of Triangulation
Grouping to Below Average
Students in Understanding
Physics: (Synopsis)
Action Research

By: Melody Joy V. Mique

Sub To: Prof. LLOYD V. ORDUŇA ED.D.

Melody Joy V. Mique Page 1

The Effect of Triangulation Grouping to Below Average Students in
Understanding Physics (Synopsis)

Melody Joy V. Mique
Secondary Laboratory High School
Cordillera Career Development College
La Trinidad Benguet

The effect of triangulation grouping to below average students in understanding physics was
investigated in this research. Pre and post student surveys, results on short test, oral testing and
experiments , and teacher and tutor observation were used to record changes in the understanding of
physics concept during the four weeks study period.

“Triangulation grouping” is defined as the grouping of three students with different
level of understanding concepts in physics, it is compose of one below average student,
average student and above average student. The description of an above average student is ;
that student with an average grade in physics for the first, second and third grading period of 84
and above and that understand the concept in physics right away in one explanation; Average
students is that student with an average grade in physics for the first, second and third grading
period of 77-83 and understands physics concepts right away for not so hard concept and twice
for hard concept; below average student is that student with an average grade in physics for the
first, second and third grading period of 76 and below and understands concepts in physics after
two explanation for not so hard concepts and thrice for hard concept

Understanding Physics can be defined as having comprehension on the lessons learned
in Physics with the ability to explain the concept of the matter in oral or in paper form.

Physics as a discipline requires learners to employ variety of methods of understanding
and to translate from one to the other words, tables of numbers, graphs, equations, diagrams and
relationship of variables. It requires the ability to use algebra and geometry and to go to the
specific to general and back. This makes learning physics difficult for many students (Angell,et
al 2004 p 801)

Heterogeneous sectioning is done at Cordillera Career Development College Laboratory High
School; this kind of grouping was the preferred set up in the school so as to encourage below average
students to study harder and be influence by the above average students with their method of learning.


Heterogeneous grouping accordingly refers to a grouping arrangement in which whole
classes of students of varying intellectual abilities learn together on one group. This is supposed to
be the objective of the school in opting for this kind of grouping, unfortunately, every student in the
school just work for their own and don’t mind anybody in the classroom, most of them sees
everybody as competitor .The below average students are still far left behind in their understanding of
the different concepts in physics while the average and above average students zooms up in every
activity given. Slowing down the discussion for the below average students will lead the average and
above average students be bored in the lesson. The below average students need to be directly tutored
before they can grasp the whole concept. Doing this will make the teacher have no time for her other
obligations and that there is no enough time for most of them to be tutored.

To address this problem, the researcher made use of the “triangulation grouping” method,
where average and above average students will get involve in enhancing the understanding of
below average students in learning physics.

The principle that lies within the term “triangulation grouping” was modeled from the
researchers reading on how Kellough defined cooperative learning as “a genre of instructional
strategies that use small groups of students working together on learning tasks, stressing support
for one another rather than competition.” (Kellough & Kellough, 2008).

The task given for the 2 members of the group, the average and the above average
students is to work together to support the below average student in explaining further the lesson
taught for that day so that no one would be left behind when the class advance to the next topic.
In Triangulation grouping, the below average students will no longer feel separated and
stigmatized. It will also prevent them the feeling of being trapped in the “stupid group” of
students unwilling to learn. In the same manner above average students will have the opportunity
to use their advantage in helping others out of a stupid situation of not understanding the lesson.
They will learn to value other students. The strong will always look for the weak and the weak
will do well just the same to return the favor given to them. Division among the students is
prevented if we equip our students to live, work, and play with people who are “different” from
them. (Singer, 2007)


Through the study, the researcher hopes to find that triangulation grouping would be the conduit
that the below average student need to develop new concept and express strong understanding in
physics.

THE STUDY

The researcher teaches Science IV (Physics) at the Laboratory High School of Cordillera Career
Development College La Trinidad Benguet. The fourth year heterogeneous section A and B was the
target of the study. Section A is made up of 42 students. Sixteen among them is regarded as below
average student. Section B in the other hand is compose of 43 students, 18 among them is below
average student.

Wave motion and optics specifically sound and light was the scope of discussion on the
course of the study. Explanation of the topics was through the use of multimedia presentation.
There were also hands on activities and experiments in the study.

The task given to the average and above average student was to further explain the
discussed lesson to the below average student using a discussion guide, 8-10 minutes prior the
evaluation (short quiz and or oral testing). This is to further enhance the understanding of the
below average student on the topic taught. In that way , not only the below average student is
benefited with the discussion but also the average and the above average student because they
were given time to further digest what they have understood in the lesson.

There were three research instrument used to gather data that would determine the effect
of Triangulation grouping to below average students in understanding physics. Pre and post
student surveys, results on short test, oral testing and experiments, and teacher and tutor
observation

Prior and after the study, students are given survey questionnaires to answer with
regards to their understanding of physics. Both the survey questionnaire is composed of 8
questions answerable with yes or no and dislike or like, but for questions number 3, 4 and 8 for
the 1st questionnaire and numbers 5 and 7 for the second questionnaire, it’s a question on what
scores the students most of the time get on their quizzes, recitations and experiments.


All the answers were plotted in tables and were analyzed as to how many affirmative
answers and negative answers are there. An affirmative answer of yes confirmed difficulty in
understanding lessons in physics and negative answers of no confirmed no difficulty in
understanding physics.

A record of the previous results on quizzes, recitations and experiments of the below
average students, prior the conduct of the study was compared to the results on quizzes,
recitations and experiments of the students after the conduct of the study.

Teacher’s and tutors’ (above average student) observation on the attitude of the below
average students was regarded in this research during the study process.

The following attitudes were observed by the teacher: If the below average students 1)
Listens to the teacher when lessons are presented 2) Listens to their tutors during the 10 minutes
discussion prior the evaluation, and 3) participates in the group activities and experimentations

The following attitudes were observed by the tutors (Above average) during the 10
minutes group discussion before an evaluation is given : If the below average students 1) Listens
to their tutors during discussion, 2) Ask questions during the discussion 3) participates in the
group activities and experimentations and 4) Gives his/her ideas or comments about the
discussed lesson.

The teacher and the tutor’s observation served as descriptive information that supports
the data provided by the first and second research instruments used in the study.

Results

The researchers observed that the students during the study, especially the above average
students were enjoying their task as tutors to the below average students. The below average
students in the other hand showed gratefulness of the new groupings that was introduced to them.

On the 1st week of the study 4 among the above average students in Section A and 3 in
section B showed no interest about the task given to them specially that they don’t like the
students assigned to them in their group, but after some conversation with them of the
significance of their role in the study, they were able to participate well, even stated on the 2nd


week of the study that they were able to understand the lesson more when they were given the
responsibility to further explain the topic to their group. On the other hand, 6 among the below
average students were observed to be aloof and uncomfortable that they were grouped with
classmates which is not their peer, especially with above average and an average student. To
solve the problem, some revisions were made in the grouping where the group is still compose of
the triangulation grouping but now with those students that they are comfortable with.

On the 2nd week of the study each of the group was observed to be working as a team
except for 2 below average students in section A and 4 students in Section B who continuously
pretends to be cooperating but in reality doesn’t mind anything that was said.

The pre and post survey questionnaire answered by the 15 below average students
showed an increased in the level of understanding lessons in physics. In the pre study survey
100% of the students showed difficulty in understanding lessons in physics while the post study
survey showed 33% difficulty in understanding lessons in physics.

Prior the study period, when students were asked if they have difficulty understanding
lessons in physics, all of the below average students affirms their difficulty. Because of this all of
them confirm difficulty in answering problems and questions given in physics, further adding
that during oral recitations, they have difficulty expressing themselves. When asked if they need
further elaboration of the questions or problems being asked in Physics before they can
understand what is being asked , all of them affirmed yes, and when asked how many times do
they think lessons are further explained before they can understand the topic, 87% among them
stated twice and 13% thrice.

After the study period, 87% among the below average students confirms they already
understand lessons in Physics and can even express their selves during oral recitation better when
someone had explained further the lesson to them, but 13% among them still experience
difficulty. When asked if they have difficulties answering problem solving in physics 67%
affirms no and 33% still has difficulties.

Prior the conduct of the study, quizzes of the below average students showed 0% passing
score while in the post study, 75% among the students passed their quizzes. With regards to the
student’s recitation rate, prior the study period, 20% among them only had the passing rate


while in the post study period, 80% of the student obtained passing rate. Record of the previous
results on experiments done by the below average students, prior the conduct of the study
showed 6% passing rate while in the post study, 80% of the students passed all their experiments.

When asked if the students wanted that triangulation grouping be part of their learning
process in physics, 93% responded yes and 6% no. When the 6% student were asked of their
reason for not wanting triangulation grouping to be part of their learning in Physics, they cannot
give any reason.

Concern with one another in the group is very much visible during the study that each
member of the group helped, cooperates and participates when one is being hard up with the task
given in the activities or experiments. Patience was also observed to be developed in each group
that when the below average student cannot understand yet the topic, the 2 other member of the
group does their best to still explain further the lesson. Almost every below average student
listened to their tutors, give comments during discussion and ask questions to their tutors when
they don’t understand something. Independence was also seen among them, there was no
copying of answers during the study, only inquiry, below average students just asked their tutors
if the process they are doing is in the right track.

The teacher and tutors observation mentioned above supports and confirms the results of
the survey questionnaires and the result of the comparison made between quizzes, recitations and
experiments prior and after the study.

Discussion

The difficulties encountered in the study on the first week of the study have something to
do with the individuality of students. It is always understood that in a group of students, conflict
arises because each have their individual differences; they have their own characteristics that
distinguish one person from other. Each has his own circle of friends that they wanted to be
grouped into and by grouping them triangulatedly this will mean they will be forced to belong to
new groups of not their peer.

There were 13 groupings made in section A and 14 in section B, each group is
triangulatedly grouped. Since the group is composed of 3 different personalities thus conflicts


cannot be disregarded once in a while, especially if the above average student sometimes would
not do his or her part to explain clearly the lesson because he doesn’t feel like doing it or for the
reason that he or she is not really a friend of the below average student being tutored. Some
below average students don’t like to be tutored because they are ashamed of themselves being
tutored. They felt being stupid when the above average student would show irritation when they
cannot catch up right away with the sharing. Communicating with the students solved the
situation, laying down all the significant possible outcome of the study if everyone cooperate
make lots of differences.

The results of the study supports the option that the level of understanding physics was
increased through the incorporation of Triangulation grouping in the teaching and learning
process in Physics. The researcher believes that “One becomes great when you understand in
your own but understanding with others will make you even greater. This is because, when
students are in a group they do not only think about the things that they should learn but the
students learn to support each other’s learning, they can develop confidence that they become
certain about the things they do and learn because there are 3 of them. The difficulties experience
by the 13% students in understanding physics has something to do with adaptation, the two
students are too shy and the adjustment period with their group was short, and if only the
grouping was introduced earlier they should have enough time with the group.

The target of the researcher, which is for the students to obtain a 100% passing rate in all
their quizzes, recitation and experiments was not realized. six among the thirty-four below
average students were not able to make it in their outputs because, three attended the CARAA
2012(Cordillera Autonomous Region Athletic Association) held at Kalinga , he was not in class
for 2 weeks, another student got sick and was not able to come to class for 15 days, 2 other
students was present in class but found not to be serious in participating, the result of the
evaluations coincide with the written observations on attitude made by the tutor(Above average
student) and the teacher. The 2 students who were present may not be able to bring out good
outputs quantitatively in the study but what matters most is that they were able to start breaking
the walls that separates them from other.

The difference this “Triangulation grouping” brought to the students has been infectious
in the sense that students in other class have asked when they would have an opportunity to

experience “Triangulation grouping”. The class where triangulation grouping were introduced
even asked their teachers in other class to adopt the same method in their learning process
because they find it effective and interesting.

The integration of this grouping in the teaching and learning process in any discipline
will be an ongoing pursuit. It was even suggested that the same study should be done
simultaneous with other class to further see the effects of this triangulation grouping in the
teaching and learning process.

The difficulties encountered in the study were far out weighted by the academic benefits
the students had.

The action research study not only increased the student’s enthusiasm in learning physics
but also rekindles the excitement of the researchers teaching and doing research.

References

Faris, O. (2009) The Impact of Homogeneous vs. Heterogeneous Collaborative Learning
Groups in Multicultural Classes on the Achievement and Attitudes of Nine Graders
towardsLearning Science.
Singer, A.J. (2009) Social Studies for Secondary Schools (3rd Ed) New York, NY:
Routledge Group.
http://www.educationworld.com/a_issues/issues046.shtml
http://uege5102-09m.blogspot.com/2009/07/heterogeneous-and-homogeneous-grouping.html
http://ohioline.osu.edu/b868/pdf/b868.pdf
http://nnlm.gov/evaluation/workshops/measuring_your_impact/DataCollectionHandout.pdf
http://ohioline.osu.edu/b868/pdf/b868.pdf
http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf ,
http://www.thefreedictionary.com


The following were some of the comments, suggestions and recommendations of those
people who read the study and those who were present during the presentation of the study:

1. The concept of triangulation grouping is good. The proponent of this grouping shall
find ways to put into records/ textbook that she is the original source of the term
“Triangulation Grouping”
2. The concept of Triangulation is good, but the length of observation which is only 3
weeks is too short to say that it is effective, apply it in another grading period.
3. Aside from the usual pairing of the triangulation method, try to reshuffle the pairing
maintaining the principle behind triangulation grouping which is 1 above average, 1
average and 1 below average.
4. Aptitude test measuring the level of competency of students in Physics should be
made to ensure that triangulation method is effective and reliable.
5. To ensure the assurance that triangulation grouping has something to do with
understanding Physics, an experimental study designed to compare the triangulation
versus other method of teaching shall be conducted.
6. The performance of students subjected to triangulation grouping should have been
compared to group of students who were not subjected to the said grouping to
determine whether significant difference exists.
7. That the study should have been duplicated or replicated in with other subject matters
being tackles so that it is more reliable.


The effect of triangulation grouping to below average students in understanding physic; synopsis

More Related Content

What's hot (18)

Similar to The effect of triangulation grouping to below average students in understanding physic; synopsis (20)

The effect of triangulation grouping to below average students in understanding physic; synopsis