The Impact of Study Groups vs.
Individual Study on Grade 12 Students Test Scores at
Leyte Agro-Industrial School
Research project
Submitted to:
Ms. Mia Karel T. Opetina
Leyte Agro-Industrial School
Leyte, Leyte
In partial Fulfillment
of the Requirement in Practical Research 2
S.Y. 2024-2025
Submitted by:
Ave, Angela
Dela Peña, Rheamae
Prias, Rhea Jean
Grade 12 Carrot
CHAPTER I
BACKGROUND OF THE STUDY
Academic performance is influenced by various factors, including the study methods
employed by students. Among these methods, study groups and individual study approaches
are frequently debated for their effectiveness in enhancing learning outcomes. Educational
institutions have increasingly recognized the importance of collaborative learning
environments, prompting an examination of their impact on student achievement.
The Grade 12 students at Leyte Agro-Industrial School provide a pertinent
demographic for this research. These students, preparing for their final examinations, are at a
crucial stage where effective study techniques can significantly influence their academic
success. Understanding how different study methods affect their test scores can provide
valuable insights for educators and policymakers.
Recent studies have highlighted the advantages of collaborative learning. For
example, a study by Fathima and Jameela (2021) demonstrated that students who participated
in study groups exhibited improved critical thinking skills and higher test scores compared to
those who studied individually. Conversely, individual study may foster self-discipline and
personalized learning experiences, potentially leading to better performance for certain
students (Parker & Zerr, 2022).
This study aims to quantitatively assess the impact of study groups compared to
individual study on the test scores of Grade 12 students at Leyte Agro-Industrial School. By
analyzing test score data and employing statistical methods, the research will provide
empirical evidence on the effectiveness of these study approaches. The findings could inform
teaching strategies and enhance academic support systems, ultimately benefiting students’
educational outcomes.
STATEMENT OF THE PROBLEM
This study aims to determine the impact of study groups vs. individual study on grade
12 students test scores at Leyte Agro-Industrial School, during the first semester of school
year 2024-2025
Specifically, this study sought to answer the following questions:
1. How do the average test scores of Grade 12 students who participate in study groups
compare to those who study individually?
2. What percentage of Grade 12 students in study groups achieve passing scores (75%
and above) compared to those studying individually?
3. Is there a significant difference in the retention of material, as measured by test
scores, between Grade 12 students who study in groups versus those who study alone?
RESEARCH OBJECTIVE
The study will tell readers what the researchers hope to achieve at the end of the day, and
they are:
1. To analyze the average test scores of Grade 12 students participating in study groups
compared to those studying individually.
2. To determine the percentage of Grade 12 students in study groups achieving passing
scores (75% and above) versus those studying alone.
3. To assess the significance of the difference in material retention, measured by test
scores, between Grade 12 students studying in groups and those studying
individually.
HYPOTHESIS
There is no significant difference in the average test scores between Grade 12
students who participate in study groups and those who study individually
There is a significant difference in the average test scores between Grade 12
students who participate in study groups and those who study individually.
SIGNIFICANCE OF THE STUDY
This study seeks to assess the impact of study groups vs. individual study on the test
scores of Grade 12 students at Leyte Agro-Industrial School. This study has the potential to
provide valuable guidance and assistance in the following areas:
Students. The findings may equip students with valuable insights into how different
study methods affect their academic performance. By understanding the advantages of study
groups, students can better select strategies that enhance their learning outcomes and test
scores.
School Administration. The results could inform school administrators in developing
policies that promote effective study practices. By fostering an environment that encourages
collaborative learning, administrators can enhance student achievement and academic
success.
Teachers. The study may provide teachers with critical insights into the effectiveness
of study groups compared to individual study. This understanding can help educators adapt
their teaching methods, ensuring that students benefit from a balanced approach to learning.
Future Researchers. The findings could serve as a foundation for further research on
study methods in education. This study may inspire future investigations into the long-term
effects of collaborative learning on academic performance and skills development among
students.
SCOPE AND DELIMITATION
This study focuses on assessing the impact of study groups vs. individual study on the
test scores of Grade 12 students at Leyte Agro-Industrial School. At the end of the study, the
researchers hope to find out the impact of study groups and individual study on the test scores
and ensure it remains a beneficial tool for students at Leyte Agro-Industrial School. To be
able to gather data, the grade 12 students of Leyte Agro-Industrial School will be the main
respondents of this study. The respondents will come from two different strands: the General
Academic Strand (GAS) and the Technical Vocational Livelihood Strand (TVL) of Grade 12.
This study will use questionnaires that will be directly answered by their respondents.
It delimits that the study will not include other Senior High School students in LAIS,
this study only evaluates the impact of study groups vs. individual study on the test scores of
grade 12 students at Leyte Agro-Industrial School. not how it might affect other things in the
community.
DEFINITION OF TERMS
To understand the study better, the following terms are operationally defined:
Academic Performance. Test scores of Grade 12 students that indicate their
understanding and mastery of the curriculum.
Collaborative Learning. Learning environments that emphasize the importance of
students working together to enhance learning outcomes.
Demographic. The specific population group of Grade 12 students at Leyte Agro-
Industrial School being studied for their academic performance.
Educational Institutions. Settings like Leyte Agro-Industrial School that recognize
the importance of effective study techniques in student achievement.
Educational Outcomes. The results of educational processes, reflected in the
academic performance and achievements of students.
Empirical Evidence. Data and information gathered through observation and
experimentation that support findings regarding the effectiveness of study approaches.
Individual Study. Study approaches where students study alone, as opposed to
participating in study groups.
Passing Scores. Scores that are 75% and above, indicating adequate understanding of
the material.
Retention of Material. The ability of Grade 12 students to remember and apply
learned content, as measured by test scores.
Significant Difference. A measurable difference in outcomes, such as test scores, that
is statistically validated, indicating the impact of study methods.
Statistical Methods. Techniques employed to analyze test score data and provide
empirical evidence on the effectiveness of study approaches.
Study Groups. Groups of students who participate in collaborative learning to
enhance their academic performance.
Study Methods. Various approaches employed by students in their preparation for
examinations, including collaborative and individual techniques.
Test Scores. The quantitative measurement of Grade 12 students' academic
performance on assessments.
**References:**
1. Fathima, S., & Jameela, M. (2021). "Impact of Collaborative Learning on Academic
Achievement: A Study on Engineering Students." *International Journal of
Educational Research Review*, 6(2), 220-229.
[Link to
Resource]([Link]
ve_Learning_on_Academic_Achievement_A_Study_on_Engineering_Students)
2. Parker, M., & Zerr, R. (2022). "The Effects of Study Methods on Student
Performance: A Comparison of Group vs. Individual Study." *Journal of Educational
Psychology*, 114(1), 150-162.
[Link to Resource]([Link]
