3I'S
3I'S
3I'S
Chapter I
This chapter includes the introduction, conceptual framework, statement of the problem,
significance of the study and definition of terms.
Introduction
2017). Educational professionals have to work together to successfully teach in inclusive education
classrooms. Students have a variety of needs, and, therefore, general and special education teachers
must work together to build an inclusive pedagogy that benefits all students (Nind & Lewthwaite,
2018). In inclusion classrooms, collaboration between general and special education teachers and
student achievement are related (Gebhardt, Schwab, Krammer, & Gegenfurtner, 2015; Khairuddin,
Dally, & Foggett, 2016; Satterley, 2015; Tzivinikou & Papoutsaki, 2016). While there are laws in the
United States to protect the rights of students with disabilities, there are also laws in many places
throughout the world to protect the rights of students with disabilities, by providing them with equal
access to general education curriculum. Administrative support, teacher preparation programs, and
professional development play major roles in teaching effective strategies in inclusive classroom
settings. These supports as well as collaboration help reduce teacher burnout (Fluijt, Bakker, &
Teachers feel more supported when they collaborate and share the workload with other
educational professionals, which in turn reduces teacher burnout because they do not feel overworked
(Fluijt et al., 2016). When some teachers become burned out, they leave the field of education, and
they never become tenured teachers. A lack of experts leads to low student achievement in inclusive
classroom settings (Andrews & Brown, 2015). Teachers’ attitudes and self-efficacy affect how they
perform in the classroom. Coteaching is a collaborative strategy that is used often in inclusion
classrooms to support teachers (Ruppar, Neeper, & Dalsen, 2016). The more supported teachers feel,
the more positive their attitudes are towards inclusion education, which leads to positive self-efficacy.
When educators are confident in their field, they teach more effectively in the classroom (Ruppar et
al., 2016).
Group-related activities aren’t rare in school life. Considering that most teachers in any
curriculum and level use groupings as a method to further enhance the cooperative skills of their
students, throughout the study, the researchers aim to learn how students consider themselves helpful
in a group. Group activities, despite being useful for the near future, seem to make students more
unhappy. Most of the complaints claim that not all participants in the group are doing their fair share
of work, if not any at all. And that kind of attitude is not acceptable, for it defies the purpose of group
As students, we aim to further enhance our intellectual understanding, abilities, and skills. As
well as to heighten our skills such as planning, self-management, leadership, and peer support. Some
of these goals are quite hard to achieve by solely focusing on individual work; thus, we also
participate in small group tasks to reach said goals. Participating in collaborative projects also
increased productivity and performance. Not only will it help you enhance your skills, but it will also
help you learn more about yourself. Collaborating with others will help you identify your own
strengths and weaknesses. Enhanced self-awareness will both help your approach to learning and be
invaluable when the time comes for you to complete job application forms. But merely participating
in any group wouldn’t be sufficient; to maximize these benefits, you will need an effective group.
Despite all the skills and experiences that you can get from tasks involving groups, some may
find this kind of activity troublesome and frustrating. Group work can be a powerful tool for
motivating students, encouraging active learning, and developing critical thinking, communication,
and decision-making skills. But without careful planning and facilitation, group work can frustrate
students and instructors and feel like a waste of time. In some of the students' mindsets, the fate of the
group depends on the hand of a capable leader. This is also based on our experience, but we could say
that the leader is the lifeline of the group. But what about the others? And so, the question arises
This research not only aims to show the positives that we could see by using this method, but
to also see the dark side of it all. One of the goals of this research is to see how students appreciate
their efforts in participating in collaborative works. And to see how much effort a student puts into
doing group work. But most importantly, in what way do students consider themselves helpful at all?
If collaborative work can help us harness our cooperation and, at the same time, our individual skills,
then it’s safe to say that students can also feel insecure while participating in group tasks.
Statement of the Problem
Generally, this study aims to determine and evaluate the different kinds of collaborative tasks
that are commonly used and to learn how the students participate to complete the tasks. Specifically,
1. What are the profile characteristics of the students in terms of the following:
1.1 Age;
1.2 Gender;
2. What are the most used types of collaborative work initiated by the teachers?
3. Is there a significant difference in the collaborative learning of the respondents when grouped
guidance counselors spread knowledge and fill the gap in understanding the collaboration experiences
of senior high school intervention in inclusive classroom settings at Don Mariano Marcos National
High School. Thus, this study is deemed beneficial for the following:
To the students: The result of this study will help them know how important it is to have leadership
skills and the opportunity to work and collaborate to learn from and grow from each other. This will
encourage everyone to improve their attitudes and maintain good relations with each other. It can
serve as an eye-opener for the students about the importance of having the support of other people
with tasks.
To the Parents: The result of the study will help the parents of the respondents to be cognizant of
how their children can do better in school, and the parents will be even more aware of the importance
of the support and inspiration that they can give to their child or children by participating in
collaborative works.
To the teachers as well as the school administration: The result of this study will give school
personnel and teachers an idea of how to raise awareness and seek out necessary actions by
To the Researchers: This study can be their basis or reference for their chosen topics related to the
To the Guidance Counselor: The result of this study will help them guide all students in
understanding the importance of collaborative learning in the classroom. Also, the result of this study
will benefit the guidance counselor so that he or she can give proper guidance to the students who are
To the Future Researchers: The findings of the study will serve as reference material and a guide
for future researchers who wish to conduct the same study, or any study related to this topic.
maintaining cooperation.
The focus of this study is to determine the rate of student participation and effort produced in
collaborative works. The researchers also determined and mentioned the different aims of
collaborative work to the senior high school students. This study will be limited to the following: the
demographic profile of the respondents in terms of age, sex, grade level; and the positive and negative
effects of collaborative learning in inclusive classroom setting of the respondents. Moreover, this
study will be limited to the senior high school students, some of whom have experience as leaders, are
knowledgeable students, or have personal experiences during collaborative works. The survey will be
conducted at Don Mariano Marcos National High School during the second semester of the school
year 2023-2024.
Definition of Terms
Collaboration: The act of working with someone to produce or create something (Emmons & Zager,
2017).
Inclusive education: When students with and without disabilities are educated in the same classroom
Intervention specialist: An educator who is responsible for planning and educating students who
have been diagnosed with a disability (Langher, Caputo, & Ricci, 2017).
Researcher: Refers to an investigator; research worker/ the research conductor; the people who lead
the research.
Self-efficacy: The belief in one’s own preparedness to complete a task (Ruppar et al., 2016).