CAROUSEL BRAINSTORMING AND STUDENTS’

CLASSROOM ASSERTIVENESS

RODJHEN ANNE P. BARQUILLA

JENIMEL G. TRANQUILLERO
HANNAH JANE D. VILLA

An Undergraduate Thesis Submitted to the Faculty of

the College of Education, Capiz State University -
Main Campus Roxas City in Partial Fulfillment
of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

Major: Physical Science

March, 2018
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Main Campus, Roxas City

COLLEGE OF EDUCATION

APPROVAL SHEET
Thesis Title : CAROUSEL BRAINSTORMING AND
STUDENTS’ CLASSROOM ASSERTIVENESS

Student : Rodjhen Anne P. Barquilla

Jenimel G. Tranquillero
Hannah Jane D. Villa

Course : Bachelor of Secondary Education

Major : Physical Science

Advisory Committee:

MARIA SHEILA D. SIMON, EdD ______________

Chairperson Date

MA. CONSUELO Y. YAP, EdD ______________

Member Date

MARY GRACE B. GALAGATE, MAT ______________

Member Date

Recommending Approval:

MA. CONSUELO Y. YAP, EdD

Research Coordinator

MA. DOROTHEE J. VILLARRUZ, EdD ______________

Research Chairman Date

Approved:

MA.LIDA A.SOLANO, PhD ______________

Dean, College of Education Date

Research number: ______

ii
 Republic of the Philippines
CAPIZ STATE UNIVERSITY
Main Campus, Roxas City

COLLEGE OF EDUCATION

ACCEPTANCE SHEET

In partial fulfilment of the requirements for the

degree, Bachelor of Secondary Education Major in Physical
Science, this thesis entitled “Carousel Brainstorming and
Students’ Classroom Assertiveness” prepared and
submitted by Rodjhen Anne P. Barquilla, Jenimel G.
Tranquillero, and Hannah Jane D. Villa, has been evaluated
and recommended for final oral examination.

MARIA SHEILA D. SIMON, EdD

Adviser

Approved by the Advisory Committee with a grade of

_________on January 20, 2017.

MA. CONSUELO Y. YAP, EdD MARY GRACE B. GALAGATE, MAT

Member Member

MARIA SHEILA D. SIMON, EdD

Chairperson

Accepted as partial fulfilment of the requirements for

the degree Bachelor of Secondary Education major in Physical
Science.

MA. LIDA A. SOLANO, PhD

Dean, College of Education
iii
 ACKNOWLEDGEMENT

This study would not be successfully accomplished

without the benevolent support and guidance of the people

whom the researchers would like to express their heartfelt

gratitude.

To Almighty God, for the blessings, wisdom and

understanding that strengthen their minds to accomplish this

research beyond tough circumstances.

To Ma. Lida A. Solano, PhD, the Dean of the College of

Education for the motherly guidance and support to make the

research successful.

To Maria Sheila D. Simon, EdD, the researchers’ thesis

Adviser for the untiring guidance, timeless efforts and

knowledge about this study whom she imparted to the

researchers that made the research successful.

To Ma. Consuelo Y. Yap, EdD, the Member of Advisory

Committee for comments and recommendation that made this

study more challenging and possible.

To Mary Grace B. Galagate, MAT, the Member of Advisory

Committee for open-hand ideas and information for the

success of this research.

To Mrs. Ma. Rita F. Villareal, Principal IV of Capiz

National High School for letting the researchers in

iv
conducted Pilot Testing and for the Validation of

questionnaire in Grade 10 students.

To Mary Ann D. Cervas, MA-HE, Program Chairman of

Laboratory High School, for allowing the researchers to

conduct the study in Grade 10 Students.

To Ms. Ira Chua, subject teacher in Science of Grade 10

students, for the assistance, words of encouragement and in

helping the researchers to have a harmonious relation with

the students.

To Grade 10 students of CapSU LHS S. Y. 2016 - 2017,

for their cooperation and active participation during the

conduct of the study.

To their supportive and loving parents, Ana Jennifer,

Rommel & Jenny, and Eddie & Lilibeth, for the unexceptional

support and encouragement.

Lastly, to those whose names were not mentioned, “Thank

You!”

To God be the Glory!

R.A.P.B
J.G.T
H.J.D.V

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 TABLE OF CONTENTS

PRELIMINARIES PAGE
Title Page i
Approval Sheet ii
Acceptance Sheet iii
Acknowledgment iv
Table Of Contents vi
List Of Tables viii
List Of Figure ix
List Of Appendices x
Abstract xi

CHAPTER
I INTRODUCTION 1
Background of the Study 1
Objectives of the Study 3
Hypotheses of the study 4
Significance of the Study 5
Scope and Limitation 6
Definition of Terms 7

II REVIEW OF RELATED LITERATURE 11

Assertiveness 11
Categories of Assertiveness 15
Carousel Brainstorming 18
Cooperative learning in developing 19
Students’ assertiveness

III METHODOLOGY 25
Materials 25
Experimental Design 26
Locale and Subjects of the Study 26

vi
 Experimental Procedure 26
Procedure of the Study 31
Statistical Tool and Analysis 32

PRESENTATION, ANALYSES AND 33

IV
INTERPRETATION OF DATA
Self Pre-assessment of Grade 10 33
students’ assertiveness in Science in a
single group as a whole and in terms of
communications, conflict, resistance to
influence and coping to criticism

Peer Pre-assessment of Grade 10 35

students’ assertiveness in Science in a
single group as a whole and in terms of
communications, conflict, resistance to
influence and coping to criticism

Self Post-assessment of Grade 10 37

students’ assertiveness in Science in a
single group as a whole and in terms of
communications, conflict, resistance to
influence and coping to criticism

Peer Post-assessment of Grade 10 39

students’ assertiveness in Science in a
single group as a whole and in terms of
communications, conflict, resistance to
influence and coping to criticism

Difference between the Self Pre - 41

assessment and Post-assessment in a
single group

Difference between the Peer Pre - 43

assessment and Post-assessment in a
single group

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 45

Summary of Findings 45
Conclusions 48
Recommendations 50

REFERENCES 52
vii
APPENDICES 58

CURRICULUM VITAE 148

ACTION PLAN 152

LIST OF TABLES

TABLES TITLE PAGE

1 Self Pre-assessment of Grade X students’ 35
assertiveness in Science in a single group
as a whole and in terms of communications,
conflict, resistance to influence and
coping to criticism

2 Peer Pre-assessment of Grade X students’ 37

assertiveness in Science in a single group
as a whole and in terms of communications,
conflict, resistance to influence and
coping to criticism

3 Self Post-assessment of Grade X students’ 39

assertiveness in Science in a single group
as a whole and in terms of communications,
conflict, resistance to influence and
coping to criticism

4 Peer Post-assessment of Grade X students’ 40

assertiveness in Science in a single group
as a whole and in terms of communications,
conflict, resistance to influence and
coping to criticism

5 Difference between the Self Pre - 42

assessment and Post-assessment in a single
group

6 Difference between the Peer Pre - 44

assessment and Post-assessment in a single
group

viii
 LIST OF FIGURES

FIGURE TITLE PAGE

1 Procedure of the Study 31

ix
 LIST OF APPENDICES

APPENDIX TITLE PAGE

A Letter to the Principal for Pilot Testing 59

of Questionnaire

B Letter to the Program Chairman, CapSU

Laboratory High School 60

C Lesson Plan 61

D Questionnaire 126

E Reliability test 130

F SPSS Results 132

G Documentation 135

H Matrix 139

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 ABSTRACT

Rodjhen Anne P. Barquilla, Jenimel G. Tranquillero, and

Hannah Jane D. Villa, Capiz State University Main Campus,
Roxas City, March 2018. “Carousel Brainstorming and
Students’ Classroom Assertiveness”.

Thesis Adviser: Maria Sheila D. Simon, EdD

In today’s world, learning is such a complex process.

Thus, teachers find ways on how to make teaching-learning

process a successful one which takes place inside the four

corners of the room. One of these strategies is the Carousel

Brainstorming.

This experimental research using a One-Group Pretest -

Posttest Design aimed to determine the effect of cooperative

learning specifically the carousel brainstorming in

developing the students’ assertiveness in Science.

Specifically, it aimed to determine the self and peer

pre - assessment, and self and peer post - assessment of

Grade 10 students’ assertiveness in Science in a single

xi
group and in terms of communication, conflict, resistance to

influence and coping to criticism and find out if there is a

significant difference between the self and peer pre-

assessment and post-assessment as a whole.

The study was conducted among 27 Grade 10 students of

Capiz State University, Laboratory High School for School

Year 2016 – 2017. The research instrument used in gathering

the needed data was the researcher modified questionnaire.

In the self and peer pre-assessment of Grade 10

students’ assertiveness in Science, both were interpreted as

“Slightly Assertive”. However, their post assessment was

described as “Moderately Assertive”.

Furthermore, the Self Pre-assessment and Post-

assessment found to be no significant difference while in

the Peer Pre-assessment and Post-assessment had a

significant difference.

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