CHAPTER I THE PROBLEM

Introduction For fourth year nursing students, the concept of maladaptive patterns of behavior is a significantly important topic because of its weight on the total grade in Nursing Care Management 104. t is !0" of the total concept grade and it is ta#en only in one wee# pushing the students to ma#e use of the study s#ills they have #nown to be beneficial for them. $ne such study s#ill used is the use of group study. No strict criterion is employed in forming a group to learn with, leading to variations of factors that may have actually been detrimental to the students% ac&uiring their #nowledge. 'he factors in focus by the investigators are the following( number of times an individual was involved in a group study, the duration of group study and the number of people per group. 'he investigators would in turn, determine if any of the factors in focus has a direct effect to the learning outcome of the students. Finally, in #nowing how these factors directly affect their learning outcome, the students are now empowered on how they will carry out their group study.

Statement of the Problem )pecifically, this research aims to answer the following &uestions( 1. *hat are the characteristic of the participants that contribute to the effectiveness of group study approach+ a. ,ge b. -ender .. *hat are the ideas of the respondents on what group study is all about, is it really beneficial for them+

/. *hich factor most significantly determines the effectiveness of group study to the learning outcome in the concept of maladaptive patterns of behavior+ a. number of times an individual was involved in a group study b. duration of group study c. number of people per group

Conceptual Frame or!

2 $ 3 4 ) ' 3 5 6

number of people per group duration of group study held number of times an individual was involved in the group study

78,2N N$3'C$M8 'o the concept of Maladaptive 4atterns of 9ehavior

'he investigators focused on the following factors related to group study( number of people per group, duration of group study held and the number of times an individual was involved in the group study. 'he investigators believed that if there are a fewer number of people in a group, a long duration per session, and the more number of times an individual was part of a group study would mean that the student will obtain a higher &uality of learning. Theoretical Frame or! 'he theory of ,dult learning by Malcolm 0nowles was chosen to be the most appropriate theory for this research. Malcolm 0nowles has argued that adulthood has arrived when people behave in adult ways and believe themselves to be adults. t is then that they should be treated as adults. 1e

taught that adult learning was special in a number of ways. $ne of them is that adult learners bring a great deal of e:perience to the learning environment which can be a factor in the contribution of information based on e:perienced coupled with learned concepts. ,nother one is that adults e:pect to have a high degree of influence on what they are to be educated for, and how they are to be educated. 'his results to motivation to achieve a certain goal. t has also been e:plained that the active participation of learners should be encouraged in designing and implementing educational programs. 'hrough this, there is active collaboration which further deepens the learning through retention and internali;ation. *hich furthermore e:plains that adults need to be able to see applications for new learning. ,dult learners e:pect to have a high degree of influence on how learning will be evaluated and e:pect their responses to be acted upon when as#ed for feedbac# on the progress of the program. ,ccording to 9urns <1==>, p..//?, by adulthood, people are self@directing. 'his is the concept that lies at the heart of andragogy. ,ndragogy is therefore student@centered, e:perience@based, problem@oriented and collaborative very much in the spirit of the humanist approach to learning and education. 4ogson and 'ennant <1==>? provided a perspective of adulthood as a social construction. 'hey say that the concept of a lifeAs course varies for different individuals and different culturesB therefore trainers and adult educators should be wary of definitive views of adults and their behaviour. 9urnsA idea supports this concept through his petrol tan# view of education which states that one should fill the tan# full at the only garage before the freeway, then go on lifeAs Courney. 'his means that people should fill themselves with as much #nowledge as they can at school before facing the other challenges in life where one could get his fuel for sustainance. ,nother aspect which should not be overloo#ed is the emotional aspect. )ome adults can approach formal educational settings with an:iety and feelings of high or low self@efficacy. 'heir

approach to new learning conte:ts can be influenced by how they appraise or evaluate the new e:perience. For e:ample( given two adults in a classroom where an e:ercise is about to begin, one individual may interpret the e:ercise in such a way that leads to a feeling of Ae:citementA, while the other person interprets the e:ercise in such a way that leads to the feeling of AembarrassmentA. t is self evident that the way the individual interprets the situation and the subse&uent emotion that arises, will affect the #ind of action the individual is to ta#e. <9urns, 1==>, p.1!? 9urns considers that such appraisals, coupled with labels such as AfearA or Aan:ietyA can lead some learners to emotionally disengage from the source of discomfort that is the learning e:perience. 1owever, when coupled with labels such as Ae:citementA or AchallengeA the learner is led to ta#e actions that focus on the tas#. Si"nificance of Stud# 'he study will contribute to the social and intellectual life of people concerned in the study. f the outcome will yield positive results towards the effects of group study it would aid the students in choosing an approach in studying a particular concept. 'he results of the study would prove not only relevant to the concept of Maladaptive 4atterns of 9ehavior but as well as to the other topics covered in the nursing curriculum. )tudents from other courses will also benefit from the outcome of the study by providing a bac#ground on how studying in a group affects one%s learning outcomes. Limitation$ 'he study would focus on the factors chosen by the investigators and differences of the learning outcomes of the students who participated in a group study 'he following would not be covered by the research( 1. 1eterogeneous group versus homogeneous group 1eterogeneous group is defined as a group composed of both male and female. $n the other hand, homogenous group pertains to a group composed of the same se:. 'his criterion was not covered

by the research for the reason that it would ma#e the investigators become biased about the group formation. 'he original group composition solely relies on the subCects% preference rather than the investigators% preference. 'his &uality of the grouping ma#es it an uncontrolled variable for the investigators and so it was e:cluded. .. -roup selection -roup selection was defined by the investigators as a group criterion where in research subCects% grouping preferences fall under choices such as by friends, classmates, and ac&uaintance or by random selection. 'his criterion was found to be difficult to control by the investigators and thus was considered an e:traneous variable. f this was to be included in the research, it would mislead the investigators from the true or desired outcome of the study. 'hus, group selection was e:cluded from the study. /. )tructure of collaborative learning is the building of a group andDor ways, in which we can envision, then organi;e and develop effective, meaningful collaborative proCects. 'he structure of something is how the parts of it relate to each other, how it is Eput togetherF. 'his research will not be involve on the study since investigators are only focusing on the maCor group study not on how a group was built or organi;ed. 4. 'he amount of teacher intervention in the group learning process 'his research would not focus on the amount of teacher intervention in the group learning process because there would be no teacher intervention present. f such intervention is present its effect will not be essential to the results or findings. >. 'he differences in preference for collaborative learning associated with gender and ethnicity

'his research would not focus the difference in preference for collaborative learning associated with gender and ethnicity is because our study would li#e to view the correspondents as e&uals. *e thin# that we should not loo# at gender and ethnicity as factors that would be essential in the study !. )tudents have different learning styles@@characteristic strengths and preferences in the ways they ta#e in and process information. )ome students tend to focus on facts, data, and algorithmsB others are more comfortable with theories and mathematical models. )ome respond strongly to visual forms of information, li#e pictures, diagrams, and schematicsB others get more from verbal forms@@written and spo#en e:planations. )ome prefer to learn actively and interactivelyB others function more introspectively and individually. 8very learning style of students individually will not be covered by this research because the focus of this is to only find out the effectiveness of learning as a group not as an individual. H#pothe$i$ 1,( 'he number of times an individual was involved in a group study, the duration of group study and the number of people per group has a direct effect on the effectiveness of a group study to a student%s learning outcome. A$$umption t is assumed that( 1. 8ach person has his own uni&ue way of ac&uiring #nowledge. .. 'here are different factors affecting the effectiveness of a group study approach. %efinition of Term$ Study Group is a collection of individuals who gather together regularly to improve their understanding of some non@trivial subCect, such as a body of great literature, by participating in a

focused discussion. t is designed to facilitate discussion, sharing, and learning information. t is also considered as an interactive learning where students help other students or a peer directed cooperative learning strategy in an academically informal group setting. 'he main subCects of the research are the Level IV nursing students of University of the East Ramon Magsaysay Memorial Medical Center who are the fourth year nursing students of school year .00!@.00G. 'hey are the one who have already ta#en the Concept of Maladaptive Patterns of ehavior& a concept in the subCect Nursing Care

Management 104 which deals with the psychiatric dimension of health. t has the biggest weight in the course of NCM 104. n particular, !ursing Care Management "#$ is the subCect ta#en by the level H nursing students in the 1st semester which focuses on curative and rehabilitative nursing concepts and procedures. 'he students are evaluated through their Learning %utcome& the learning outcome being considered in the study are the &ui; results and long e:am result. t is defined in terms of the #nowledge, s#ills, and abilities that students have attained as a result of their involvement in a particular set of educational e:periences. 7earning outcome is the specification of what a student should learn as the result of a period of specified and supported study.

CHAPTER II RE'IE( OF LITERAT)RE 'he concept of collaborative learning, the grouping and pairing of students for the purpose of achieving an academic goal has been widely researched and advocated throughout the professional literature. 'he term Ecollaborative learningE refers to an instruction method in which students at various performance levels wor# together in groups toward a common goal. 'he students are responsible for one anotherAs learning as well as their own. 'hus, the success of one student helps other students to be successful. 4roponents of collaborative learning claim that the active e:change of ideas within small groups not only increases interest among the participants but also promotes critical thin#ing. ,ccording to Iohnson and Iohnson <1=J!?, there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who wor# &uietly as individuals. 'he shared learning gives students an opportunity to engage in discussion, ta#e responsibility for their own learning, and thus become critical thin#ers <'otten, )ills, 5igby, K 2uss, 1==1?. 'hrough collaborative learning, students learn to wor# with all types of people. 5uring group interactions, they find many opportunities to reflect upon and reply to the diverse responses that fellow learners bring to the &uestions raised. -roups also allow students to add their perspectives to an issue based on their cultural differences. 'his e:change inevitably helps students to better understand other points of view. *hen &uestions are raised, different students will have a variety of responses. 8ach of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive. )tudents also learn to relate to their peers and other learners as they wor# together in@group enterprises. 'his can be especially helpful for students who have difficulty with social s#ills. 'hey can benefit from structured interactions with others. 8ach member has opportunities to contribute in the group. )tudents are apt to ta#e more ownership of their material and to thin# critically about related issues when they wor# as a team and because there are more e:changes among

students in small groups, your students receive more personal feedbac# about their ideas and responses. 'his feedbac# is often not possible in class lectures, in which one or two students e:change ideas and the rest of the class listens. ,ccording to -lasser <1=J!? students find a great deal of relevance and power through their peer interactions. *hen students are given the opportunity to combine study with friendship they truly thrive. $ne reason for this is the teamwor# and camaraderie that come from friendly interactions. -lasser uses bas#etball as an allegory for this concept. 1e observed that wea# players do not rela: and let the better players carry them, and the better players do not resent the fact that the wea#er ones are not as good as they are. n fact they tend to encourage and help them. ,nd when a wea# player finally gets to play and scores not only is his contribution cheered, but also his points are as much a part of the final score as anyone elseAs. $n a well@coached team, all players e:perience not only power but also a strong sense of belonging, and it would not be amiss to say that there is love for both each other and the coach. -lasser e:pands on the need for teams with eight reasons( <1? 'eaming provides a sense of belonging, <.? belonging provides the initial motivation to wor#B </? )tronger students are fulfilled by helping the wea#er onesB <4? *ea#er students find that their contributions help the teamB <>? )tudents do not depend solely on the teacher, but develop self relianceB <!? 'eams allow students in depth discussion and e:ploration of a subCectB <G? 'eams have the freedom to demonstrate their abilities and learning in a uni&ue formatB <J? *hen teams are rotated then stronger students contribute to everyoneAs success while maintaining their own high achievement. 2obert )lavin also has done e:tensive research on cooperative learning, and has developed many team teaching methods. )lavin brea#s teaming into two basic categories, group study and tas# speciali;ation. -roup study is a way in which students wor# together to understand and apply group rewards are given based on individual memberAs learning. n the category of group study there are many e:amples of teaming. )lavin developed several of these in collaboration with others. 'as# speciali;ation ta#es place when teams divide up the studying to be done. )lavin subdivides these two

categories according to whether some of the methods include )tudent 'eam 7earning, )tudent 'eaming@,chievement 5ivisions <)',5?, 'eams@-ames@'ournaments, and 'eam ,ssisted

ndividuali;ation. n all these methods, groups study a problem together and then demonstrate their #nowledge through individual wor#sheets or tests. )ome of the variations come in the form of how the evaluations are weighted. )ome have group competition, others e&ual opportunity scoring. ,ll have an individual reward system, li#e grades, built in. n spite of these advantages, most of the research studies on collaborative learning have been done at the primary and secondary levels. ,s yet, there is little empirical evidence on its effectiveness at the college level. 1owever, the need for noncompetitive, collaborative group wor# is emphasi;ed in much of the higher education. Critics of group learning often point to problems related to vague obCectives and poor e:pectations for accountability. )ome claim that wor#ing in a group, is an avoidance of teaching. ,ccording to these critics, dividing the class into groups allows the teacher to escape responsibility. Hic#i 2andall <1===?, who has taught elementary, high@school, and college@level students, cautions against abuse and overuse of group wor#. ,ccording to 2andall, the many benefits of cooperative learning sometimes blind us to its drawbac#s. )he identifies the following practices as common wea#nesses( Ma#ing members of the group responsible for each otherAs learning can place too great a burden on some students. n mi:ed@ability groups, the result is often that stronger students are left to teach wea#er students and do most of the wor#. 8ncouraging only lower@level thin#ing and ignoring the strategies necessary for the inclusion of critical or higher@level thought. n groups, there is sometimes only enough time to focus on the tas# at its most basic level. )ome critics cite the mi: of students as a source of potential difficulties, although they disagree on which types of groups are problematic. $ther dissenters highlight the overuse of cooperative groups

to the detriment of students who benefit more from learning alone. 6et others recommend that we negotiate more with students to determine how they learn best and apply these ideas to the way we structure classes. , possible problem with cooperative learning involves gender ine&uities. 2esearch <Cohen 1=J!B )ad#er et al. 1==1B 7inn and 9urbules 1==/? shows that in science, and perhaps in other areas of the curriculum as well, group learning may be less e&uitable for girls than autonomous learning. -roup learning may reinforce stereotypes, biases, and views of science and math as a male domain. Male students may discredit females, and the group may become a microcosm of the Eold boyE networ# that has fre&uently discouraged women from participating in certain curricular activities. )pecifically, according to )ad#er et al. <1==1?( 'he different and contradictory findings of the relatively few studies analy;ing cross@gender performance in cooperative learning organi;ations suggest that, by itself, the implementation of cooperative learning groups does not necessarily lead to a more e&uitable and effective learning environment for females. ,ccording to the boo# done by Iose Calderon, it is unavoidable to have a social grouping within a society. 4eople group themselves in many different occasions and circumstances. Mr. Calderon mentions that a lot of people especially men tend to group themselves with some reasons, first is because of their gregariousness and second is cause of necessity. 4eople tend to group themselves with the same se:. t is Cust because everyone feels comfortable when they are with the same gender. 'hey #now that the person can easily understand them. 'hey can also easily adapt or adCust since everyone has at least five and above characteristics that are similar. 'he other one is that because it is necessary that%s why they need to wor# with another company of men. 'hese necessities are things that a man cannot do alone, for e:ample, fighting a common enemy and of course it can also be applied in building a house, office, bridge and other construction type. t is obvious to say that people tend to do wor# as a group with the same se: as a belief that wor# can easily be done together, with understanding and appreciation.

n an article of 5r. )pencer 0agan <1==J? it was mentioned that in the traditional classroom the professor hopes for homogeneity. 'he greater the difference in ability levels of the students, the more difficult the Cob of the mentor. n a very heterogeneous classroom the professor is faced with an impossible dilemma( )hould teach to the high achieving students, but teach beyond the grasp of the lows. $r should teach to the lows, but fail to properly stimulate the highs+

Cooperative learning in contrast to this is based on the assumption of heterogeneity. f everyone on the team had e:actly the same ability level and information base, no one would have anything to learn from each other. 1eterogeneity in interaction produces learning( EFour heads are better than oneE and ENone of us are as smart as all of us.E t is difficult, however, when a heterogeneous teams first sits down to wor# together. 'he high achiever loo#s across the team table at the lowest achiever in the class and as#s herself, E5o really have to wor# with that dummy+E Meanwhile, the lower achiever is

eyeing the high achiever and thin#ing, E$h no, am stuc# with that nerd as a teammate.E t is for these reasons that we have found teambuilding and classbuilding to be #ey elements for success in collaborative learning. 'he teambuilding and classbuilding methods emphasi;e getting to #now each other and respecting individual differences. Collaborative learning is successful to the e:tent teammates come to celebrate their diversity, to the e:tent they understand that in their diversity lays their strength. 'ime and how student manage it plays a factor in improving the learning outcomes of students. ,ccording to an article by 0atie -ermin <.001?, there are many good ways on how to manage your time to determine one%s best time for studying( )he mentioned that study times are to be done when you have the best concentration, which is usually during, early in the morning or late in the evening. ,nother is by setting priorities between your family or other responsibilities and your study. 4lanning ahead is another way to manage your time. 7astly, ma#e use of small bloc#s of time( ,n hour is ample

time to accomplish something useful, such as reviewing your notes after class. 0nowing the best time to study can ma:imi;e the amount of information that can be learned. 4hysical distractions have the potential to dampen efforts to build an ideal learning e:perience. ,ccording to encyclopedia 9ritannica, there are several environmental factors affecting psychomotor s#ill. t is found out that below the limiting levels of e:treme stress, such conditions affect psychomotor performance to a greater e:tent that they affect psychomotor learning. 'hese include isolation and sensory deprivation that cause dramatic reductions in vigilance and monitoring s#ills within an hour, o:ygen deficiency slows reaction time, especially when the atmosphere corresponds to altitudes of .0,000 feet or higher, upset daily sleep rhythms and lead to decrements in watch #eeping, memory, and procedural s#ills and faulty identifications of visual displays on an eye@ hand matching tas# have been produced in volunteer subCects e:posed to controlled infectious diseases. $ther environmental stress variables found to e:ert negative influences are vibration, low illumination, high atmospheric pressure, noise, glare, to:ic gases, ioni;ation, and subgravity. Certain drugs have positive effects on psychomotor performance ,ccording to 5an 9oudreau <.00.?, 4resident and C8$ of Macrolin#, the enviroment also plays a role in setting the tone for study. ,n ideal learning enviroment must provide ade&uate ventilation and comfort. Coffee shops are nowadays famous spots for students to meet up with their study groups thus choosing the non@smo#ing area would be better environment for them. 8ven the seats and tables that the students use, play a factor in the aspect of comfort. Crowded tables or hard seats may have a negative effect on learning. t can be very agitating to have to clamor over other learners or their stuff to get into one%s chair. -roup activities seem to function best when each group has ample space in which to operate. 8nsure that the room also provides effective lighting. deally, natural light is preferred as well as the ability to control the amount of light for different purposes especially if the study group uses multimedia materials such as videos. $utside distractions should also be limited thus closing classroom doors or windows are done to minimi;e noises coming from outside

activities. 1ealthy foods that energi;e learners can also be ta#en in consideration. 9e aware of the effect of different foods on the metabolism and consider this during the group study. , heavy meal might create a serious lull in the energy flow if participants will be involved in less vigorous activities following the said meal. , variety of snac#s and beverages give participants the ability to eat and drin# as they feel the need.

CHAPTER III METHO%OLO*+

Re$earch %e$i"n 'he investigators utili;ed a retrospective, descriptive design to determine the factor that most significantly contributed to the learning outcome of the students.

Samplin" and Participant$ of the Stud# 'he site of study was the 3niversity of the 8ast 2amon Magsaysay Memorial Medical Center L College of Nursing. 'he location was selected for its accessibility and convenience to the investigators as well as to the sample population concerned. t was also preferred because of the evident connection between the chosen topic and the sample in focus. 'he population involved in the study was the 7evel H nursing students of 3niversity of the 8ast 2amon Magsaysay, batch .00G. )ample population comprises 10" of the said population. Convenience sampling was the chosen sampling method. 'otal population of 7evel H is .41. )ample population is .4 students all coming from )ection 49. )ample population was chosen because they are the ones available and have already ta#en up the concept of Maladaptive 4atterns of 9ehavior. 'hey also too# the concept at the same time, with the same lecturer and with the same evaluation criteria thus lessening the errors brought about by these e:traneous variables.

%ata Procedure$ 9y the end of this study, the investigators have utili;ed about four months for this study. $ne wee# was given to 4roblem identification and another two wee#s for the review of related literature. 'wo months has been utili;ed for the revision and approval by the preceptor of the research proposal.

7astly, one month and one wee# has been used for data collection, data analysis with presentation and summari;ation of findings with formulation of conclusion. 'he investigators served as the manpower of the study. 'he group consists of eleven nursing students, who also provided the resources needed for the research. 'he resources that were used by the investigators were as follows( 1. printing of survey &uestionnaire, draft of collaborated data, research draft, final research paper .. photocopy of survey &uestionnaire, related literature /. use of internet for communication as well as to provide additional sources for research

5ata Collection 1. Method and Materials 'he investigators made use of survey &uestionnaires. .. 4rocedure a. 4reparation 1. Formulation of &uestions for survey i. Formulation of &uestions were done right after the final e:am of the concept of Maladaptive 4atterns of 9ehavior ii. $ne wee# was provided for the formulation of &uestions .. ,c&uisition of consent i. 'his will be created in time with formulation of &uestions for survey b. ,ctual a. $ne wee# was allotted for actual data collection. c. 4ost@5ata Collection a. 'abulation and organi;ation of data had a time allotment of one wee#

b. 5ifficulties 8ncountered 1. .. 5ata ,nalysis 5ata was categori;ed as follows( a. )ample population was classified as whether or not they participated in a group study b. Common grades <mode? attained by each group Current schedule of sample population are not the same with each other 7ac# of cooperation from sample population

)ni,er$it# of the Ea$t Ramon Ma"$a#$a# Memorial Medical Center College of Nursing

5ear 2espondents( 'he fourth year nursing students of the 3niversity of the 8ast 2amon Magsaysay Memorial Medical Center @ College of Nursing are currently doing a research entitled MFactor$ Affectin" the Effecti,ene$$ of a *roup Stud# Approach to the Concept of Maladapti,e Pattern$ of Beha,ior.F *e are interested in e:ploring how employing a group study approach would help in the learning outcome of the students in the concept of Maladaptive 4atterns of 9ehavior. n view of this, we would li#e you to answer the following &uestionnaires that will be given based on your e:perience in the area. 'he information gathered will surely be #ept confidential. 6our participation is highly appreciated. 'han# you for your cooperation. 2espectfully yours, Margaret Fontanilla 2esearch -roup 7eader 382MMMC L College of Nursing 9)N 49 -roup J ---------------------------------------------------------------------------------,ge( )e:( 1. 5o you study before an e:am+ yes no .. 1ow long do you study before an e:am+ 1w# before an e:am 4@! days before an e:am .@/ days before an e:am 1 day before an e:am hours before an e:am /. 1ow many hours do you allot for studying+ N hour 1@. hours /@4 hours >@! hours O ! hours

4. 1ow do you prepare for an e:am+ studying alone studying with a group <for those who answered Mstudying aloneF, answer &uestions >,! only? <for those who answered Mstudying with a groupF, answer the following &uestions? >. 5id you pass the e:am on maladaptive patterns of behavior+ yes no !. *hat grade did you get+ 1.00 L 1.G> ..00 ...> ..>0 ..G> /.00 4.00 G. 5o you thin# that group study approach played a maCor role in the result of your o:ygenation e:am+ yes no J. f yes, how do you thin# did group study affect your grade+ there was an e:change of information between the members of the group which facilitated easy comprehension group members were motivated to study other <pls specify? PPPPPPPPPPPPPPPPPPPPPPPP =. f no, why do you thin# that group study did not play a maCor role in the result of your e:am+ was unable to concentrate the group discussion was too disorgani;ed failure to catch up with the pace of the discussion other <please specify? PPPPPPPPPPPPPPPPPPPPPPPP 10. 1ow many members were you studying with in your group study+ <average number of members for all group study sessions for the concept of maladaptive patterns only? /@4 >@! O! 11. 1ow many hours were spent in your group study+ <average number of hours for all group study sessions for the concept of maladaptive patterns only? N hour

 1@. hours /@4 hours >@! hours O ! hours 1.. 1ow many times were you engage in a group study+ <for the concept of maladaptive patterns only? 1@. /@4 >@! O! 1/. *hat is your total concept grade for the subCect of maladaptive patterns of behavior+ 14. *hat do you thin# are the reasons why students fail <chec# more than one? peers lac# of motivation insufficient resource <teachers, studying material? family problems failure to comprehend schedule of e:ams