Maryknoll College of Panabo, Inc.

Prk. Atis, Nat’l Highway, Brgy. Sto. Niño, Panabo City

PAASCU Accredited School Level 1

Is

“The Effectiveness of Virtual Cooperative Learning on Students Achievement

amidst the COVID-19 Pandemic”

A Research Paper Presented to:

Mr. Kent Ivan C. Romeo, LPT

Presented by:

De Ramos, Althea

Moreno, Jeanelou C.

Orosco, Pearl Adrienne

 Chapter 1

Introduction

            The Pandemic caused by Covid-19 has a big impact on businesses, jobs, education and any aspect

of human life.  Regardless of what the Teachers, Parents, Students and Officials of the Department of

Education, CHED, and Tesda have happened the only way in this situation to learn is through Virtual or

Online learning as it to be rarely used. The face to face education will no longer be used for now instead

Students have new normal ways of education, and these are Virtual or online learning, Modular, and

Blended. Virtual learning consumes technology that will link and confront the two in the translation of

knowledge and skills, and in exchanging opinions. Virtual learning inevitably involves the existence of 

task groups such as those who have been highly processed to complete. This makes disintegration avoid

having an interaction group, working together to complete the project or the students' cooperative

learning. According to the researchers the cooperative learning is pledging for higher students to achieve

in academics. The students' cooperative learning approach to teaching is higher in academic performance,

it also discovered that cooperative learning had a positive impact on students' reach academics (Yamarik,

2007). Virtual Cooperative learning improves the increase of mark students, it also helps students'

relationships with each other and it provides experience to develop good learning skills and socializing

with other people.

In the United States, Warrensburg High School has been investigated about the Virtual

Cooperative Learning and discusses the firsthand experiences using this approach with high school

students. It emphasizes the need to rethink how technology is being used in the social studies classroom—
in particular, by having students share their local history findings with others beyond the walls of the

classroom rather than being passive learners with the Internet. In addition, it emphasizes the benefits of

having students work together to collaboratively construct knowledge using technology—specifically, by

using the PIES cooperative learning structure to ensure there is positive interdependence, individual

accountability, equal participation, and simultaneous interaction among group members (Scheuerell,

2010).

In the Philippines, Virtual Cooperative Learning not only pools everyone’s resources but also

promote engagement in the lesson or activity. Surely, there are benefits in running a laboratory course

where every single work has to be individual, but there are likewise advantages in group work. In

Talavera National High School in the Philippines a study that focused on cooperative learning as a

method to enhance the level of performance of grade 10 mathematics students. By using a quasi-

experimental research method. The experimental group shows their enthusiasm in every group activity.

Through activities, teaching mathematics in this way boosts the confidence of every respondent and

makes the lesson more active. Furthermore, it is clearly manifested that learners are more comfortable in

doing tasks with their peers to lessen their stressful feelings on solving different problems and activities in

Mathematics (Gamit, Antolin, & Gabriel, 2017). Moreover, it was noticed that working in small groups in

the Philippines could give students the opportunity to affirm their personal beliefs and individual

capabilities in accomplishing their tasks in the teaching and learning process.

                           The school of Maryknoll College of Panabo, Inc. (MCPI) is the focal point of this resear

ch, which focuses on the effectiveness of Virtual Cooperative Learning on Student Achievement During

the Pandemic. That is sufficient to identify a specific student in order to learn about their

experiences, coping mechanisms, and insights upon this particular topic.Such information 

obtained through interviews will aid in the formulation of the results and discussion of this piece. In this c

ase, there are a variety of factors that may influence the effectiveness of Virtual Cooperative Learning.Thi
s type of phenomenon can certainly happen to students who are in the situation of this Virtual Cooperativ

e Learning in times of Pandemic within this realm full of possibilities and uncertainties.

The researchers have not come across a study that specifically discusses the effectiveness of

Virtual Cooperative Learning in times of Pandemic within Maryknoll College of Panabo, Inc.

Furthermore, this study will provide relevant and important concepts that may contribute to the developm

ent of specific coping mechanisms or evidences in the academic community.

Purpose of the study

The purpose of this phenomenological study is to make each participant a more powerful person.

The aim of this study is to determine the advantages and significance of virtual cooperative learning for

students, as well as why it should be mandated in every school in every country. When it comes to the

job, assignment, or activity that their teachers or professors have assigned to them, many students struggle

on their own at times.

These problems also occur in the context of teaching and learning, especially at Maryknoll

College of Panabo Inc., attributed to the reason that many events, tasks, and projects have been assigned

to them by their professors, and as a result, the majority of students choose to do the work in a group or

team since they can't do it alone or don't know what to do. Virtual Cooperative learning, in any case, has a

number of advantages for both students and teachers. The aim of this study is to use cooperative learning

methods to explore the relationship between interpersonal competence and classroom cooperation

activities. It was also shown in the research that students who work in cooperative groups perform better

on tests, especially in terms of reasoning and critical thinking skills, than students who do not. Virtual

cooperative learning has also been shown to increase student performance in a number of countries.

Students who study collaboratively are more involved participants in the learning process, which is one

reason they increased their educational attainment. They are more emotionally involved and care about

both the class and the stuff.

 The aim of this phenomenological analysis is to see how a virtual cooperative learning approach

can help teachers plan successful lessons for students to learn how to construct information in practice.

Virtual cooperative learning is a flexible method that can be applied to a number of situations. Students

who work together in small groups communicate, collaborate, and act as tools for each other.

Furthermore, it is one of the biggest strengths in educational breakthrough history. Virtual Cooperative

learning techniques have become so popular that they are now considered a normal part of teaching

process rather than a modern idea. Many teachers see cooperative learning as an effective and successful

approach for academically and linguistically challenged students as an alternative to monitoring and skill

grouping.

Research Questions

1. What are the experiences of students executing this Virtual Cooperative Learning amidst the

pandemic?

2. How do they cope up with this Virtual Cooperative Learning in times of pandemic?

3. What are the insights/realization of students executing this Virtual Cooperative Learning during

this pandemic?

Theoretical Lens

Several studies have validated the effectiveness of student engagement strategies such as

cooperative, collaborative, and active learning in virtual, but most studies are based on test scores and

other forms of classroom achievement rather than on critical thinking and other forms of long-term

cognitive development (Johnson, Johnson, & Stanne, 2000). These studies generally measure individual

performance as a result of student engagement with peers. Although these studies contribute to pedagogy,

they fail to consider the longer term impact of specific learning strategies on student cognitive

development.. Researchers have consistently found a relationship between student engagement and
positive classroom outcomes such as attention and classroom performance (Ames, 1992; Carini, Kuh, &

Klein, 2006; Kuh, 2003; Pascarella & Terenzini, 2005; Skinner & Belmont, 1993). Although fewer

studies have addressed specifically cognitive development, some have found relationships between

student engagement and problem solving, retention, and logic skills (Cooper, Cox, Nammouz, Case, &

Stevens, 2008). Others have found that students working closely with a diverse group of peers are more

likely to experience gains in the development of need for cognition. (Goodman,2011; Loes,2009).

Virtual Cooperative learning involves students working together in small groups to accomplish

shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning

among students from kindergarten through college and across different subject areas even if its virtual.

(Cohen, 1994).

Virtual Cooperative learning has been used successfully to promote reading and writing achievements

among middle school students even if it is online (Stevens,2003), understanding in high school science

classes (Foley & O’Donnell,2002), and problem solving in mathematics (Sahlberg & Berry,2002), to

name just a few. It has been shown to enhance student’s willingness to work cooperatively and

productively with others with diverse learning and adjustment needs (McMaster & Fuchs,2002) and to

enhance intergroup relations with those from culturally and ethnically different backgrounds (Slavin &

Cooper,1999). It has also been used successfully as a teaching strategy to help students learn to manage

conflict (Stevahn, Johnson,Green,& Laginski,1997) and to help students identified as bullies to learn

appropriate interpersonal skills. (Cowie, Berdondini, 2001).

The major benefits of virtual cooperative learning that teachers have identified for students with

special needs include improved self-esteem, a safe learning environment and better class success rates and

products (Jenkins, Antil, Wayne, & Vadasy,2003). In fact, it has been argued that virtual cooperative

learning experiences are crucial to preventing and alleviating many of the social problems related to

children, adolescents, and young adults (Johnson, Johnson,& Stanne,2000). There is no doubt that the

benefits attributed to virtual cooperative learning are widespread and numerous. Moreover, it is the
apparent success of this approach to learning that led Slavin (1999) to propose that it is one of the greatest

educational innovations of recent times.

There is no doubt that when students work cooperatively together even in online, they learn to listen

to what others have to say and how they say it, share ideas and perspectives, give and receive help, seek

ways of resolving difficulties, and actively work to construct new understandings and learning. The result

is that virtual cooperative learning creates a group ethos where students realize that members will work to

help and support their endeavors, and it is the sense of group cohesion that develops that enhances

student’s motivation to achieve both their own and the group’s goals. (Johnson & R.Johnson,2003).

Student Team Achievement Divisions (STAD) was established based on the fulfillment of instructional

pedagogy (Felder & Bren, 2001; Ghaith, 2001). Four to five students will be assigned to various groups

comprising certain levels of differentiation: competence, sex, race, and so on. In this case, teachers, as

facilitators, would brief the students with concise yet precise instructions. Subsequently, students will

read assigned material in the Expert Group before being reclassified into STAD groups to exchange their

thoughts. After the discussion in the Expert Group, the students would then return to their STAD groups

for information synthesis.

They will have to justify others’ opinions, peer evaluate their understanding, and summarize the concepts

that each individual student contributed. An assessment will evaluate their grasp of the key ideas using

presentations, quizzes, and applications. Their improvement will be measured through the scores

accumulated.

In the early 1900s, Kurt Koffka, a founder of the Gestalt School of Psychology, categorically proposed

that group work is cohesive and vital, and that interdependence could vary among individuals and the

interdependence among group members trigger changes from individuals to the whole group and vice

versa (Johnson, Johnson & Stanne, 2000). The bonding and interaction among group members effectively

motivate students to accomplish the expected and compromised common goals (Johnson, Johnson, &
Stanne, 2000). Such conceptual framework has been categorized into five essential elements for

cooperative learning (Slavin, 1980; Slavin, 1987; Cohen, Brody & Sapon-Shevin, 2004): 1. positive

interdependence; 2. face-to-face interaction; 3. individual and group responsibility; 4. social skills

(leadership, decision-making, trust-building, communication, and conflict management skills); and, 5.

Group processing.

Inevitably, STAD has received considerable criticism from students, such as that

interdependence might have negative effects if participants are unable to find any link between

participation and outcome (Johnson & Johnson, 2009). For example, STAD will not have any effect if the

participants feel they are detached and ignored during the activity. Second, if the competent groups

outperform their peers, the attention received by the better groups may discourage other groups, who run

the risk of being marginalized (Johnson, Johnson & Skon, 1979). Third, the Virtual Cooperative Learning

rationale requires teachers to assign students into different groups based on a various variables, such as

their second language competence. Such individual difference might discomfort those students who have

not yet mastered the second language, and thus, impede their collaboration online with more capable

students (Jacob, Rottenberg, Patrick & Wheeler, 1996). Jolliffe. (2007) also points out the potential

drawbacks STAD might bring teachers, such as its evolutional process, which might confuse

practitioners. Teachers, in fact, constantly suffer from an inadequate understanding of the method. They

may also receive criticism from more competent students who are slowed down by peers, while less

capable students may feel discriminated against because of their low esteem and achievement (Ghazi,

2001). The dilemma is made worse when these two groups are asked to exchange ideas, leading to

subjective peer reviews and growing hostilities. Without proper peer evaluation, learning within the

context of a STAD group becomes stagnant (Lew, Mesch, Johnson & Johnson, 1986).

"Virtual Cooperative learning restructures the traditional classroom into small, carefully planned learning

groups to provide opportunities for all students to work together and learn from each other" (Coelho,

Winer, & Winn-Bell Olsen, 1989, p. 3). In other words, virtual cooperative learning, at its simplest, is
group work. However, it differs significantly from the traditional idea of group work in that each student

is responsible for an equal amount of material to be learned and taught. While the learning aspect is

basically no different from many traditional activities, the teaching aspect is what really sets cooperative

learning apart. During the teaching component, students must use summarizing and explaining strategies,

which result in increased interaction and communication. Furthermore, if a discussion results in

conflicting opinions, the differences must be resolved in order to complete the task. All of the above

strategies result in increased group social skills, as well as increased communication (Johnson & Johnson,

2001).

"In an online cooperative classroom, a student who tries hard, attends class regularly, and helps others to

learn is praised and encouraged by group mates, much in contrast with the situation in a traditional class"

(Slavin, 2000). This phenomenon, called positive interdependence, makes virtual cooperative learning

one of the better tools for increasing students' motivation. In addition, positive interdependence interacts

with a second kind of motivation, individual accountability. In effect, this is a type of negative motivation

where students feel they must do their best so that the other group members are not let down. Thus, these

dual motivating factors work together to inspire the students to work as a group, as opposed to four

individuals occupying the same space.(Johnson and Kagan, 2004).

While there is little doubt that virtual cooperative learning will improve students' motivation in online

classroom, it still may not be enough. In addition to training them in cooperative group work, the teacher

needs to consider the materials they work with. If the level is below the students' intellectual capacity,

they will ask themselves why they are laboring to study something so trivial. In other words, the

demotivating factor of simplistic materials can seriously affect students' attitudes, canceling out the

motivational gains from virtual cooperative learning. (Coelho, E., Winer, L., & Winn-Bell Olsen, J.

1989).
Significance of the Study

This research will help in improving learning and raise the academic achievement of the students

using the Virtual Cooperative Learning in this midst of the Pandemic we are facing. Provides experiences

that develop both good learning skills and social skills. This will also help in making every subject more

interesting rather it was considered earlier by the students. We are positive and confident enough that this

phenomenological study would be a great help to the students’ academic achievement during this

Pandemic.  Also, this study would add significance and give benefit to the following people:  

Students

-In this research piece, they are the focal point of this study because they are the ones who are using this

virtual cooperative learning and have a big impact on their academic achievement. 

Teachers

-Teachers can also benefit from this research as they are the ones who will implement this virtually and

the effect of the students will be a great help to be less burdensome to them. 

School Administrator

-The school administrators can also benefit from this study as they will see the effectiveness of this and

use this as a remedy to raise the students' achievements.

Upcoming Students

-They can also benefit from this study as this will reduce their nervousness to think that they do not need

to be alone in times of activities, especially for the loner students.

Academe or Academic Authorities

-They can also benefit from this study as they will have the cue to empower and improve such resources

within any academic community.

Future Researchers

-They will also profit from this research because they would be educated about it.

We have the capability of providing certain hypotheses, interpretations, and potential causes concerning t

he key issue about the aforementioned subject on this research piece through this systematic investigation.

We may also create data that will likely generate results that will be manifested or demonstrated in real-

life situations.

Furthermore, the information that will be distinguished throughout this piece will serve as a helpful guide

of knowledge about the effectiveness of the Virtual Cooperative Learning on students achievement amidst

Pandemic. In this way, students will be more active to learn together virtually despite the Pandemic and

make each member a stronger individual in his or her right. Generally, people have different skills,

passions, and knowledge. In a small collaborative virtual group, when a question is raised, different

students can have different answers and children can learn new things from one another and also

understand different perspectives.

             Moreover, future researchers who aspire to explore a study similar to the general problem

addressed in this study will find this to be a useful guide or aid, since it will be an essential component or

a helping hand in their analysis and investigation.

Definition of Terms

 Cooperative Learning- Cooperative learning is a method of splitting the classroom of students

into small groups so that they can explore a new idea together and encourage each other to learn.
  Virtual- created by computer technology and appearing to exist but not existing in the physical

world; done using computer technology over the internet, and not involving people physically

going somewhere.

 Achievement- the act of fulfilling the achievement of desire; a result gained by effort.

 Student- A person who is studying at a school or college; denoting someone who is studying in

order to enter a particular profession.

 Effectiveness- The degree to which something is successful in producing a desired result;

success.

 Academic- Relating to education and scholarship; not a practical relevance; of only theoretical

interest.

 Teacher- A person who teaches, especially in school

Delimitations and Limitations

This phenomenological study was delimited and aimed only in having a documentation of the

effectiveness of virtual cooperative learning on students achievement during the Pandemic. This consists

of their experiences, opinions, insights, coping mechanisms,and realization in executing this cooperative

learning in students virtually. Our group will interview some selected Grade 11 students in Maryknoll

College of Panabo, Inc. Furthermore, this qualitative study was conducted from January of 2021 to March

of  2021.

However, we asserted that this study had several weaknesses which hinder achieving the expected

prevalence of this qualitative research piece. Particularly is that we can't personally make an interview

with the students about their opinion on virtual Cooperative Learning in this amidst of Pandemic and with

that, we can't guarantee if their answers are all factual and sincere.

Organization of the Study

 Chapter 1 delivers how learning depends upon teaching instruction. This chapter also presents

about the ways on how to make education effective to students and even teachers. Studies from local,

national, and international are also shown in this part of the study. The purpose of why the study is

conducted and its significance is also present in this part.

Chapter 2 comes with various research and observations about the benefits of cooperative

learning to students’ achievements, social interaction, and the personalities of different students. The

characteristics of cooperative learning is also stated, the collaborations of students as well as other similar

studies for this knowledge will help to differentiate certain solutions from the key problem of this

research.

Chapter 3 provides the design of the study, the role of each researcher in the development of

the investigation, and the responders included. Collection of data and interpretation are also necessarily

involved. The trust, reliability and ethics, and other issues are also stated and clarified simultaneously.

Chapter 4 discusses the findings of the analysis from the modifiability of the research questions

alluded to above, addressed to the respondents, which will constitute the backbone for the explanation and

the opinions of the involved participants are collected.

 Chapter 2

Review of Related Literature

This section of the thesis examines a variety of similar literature and studies in relation to the study's key

issue. This will aid in the comprehension of a specific subject relevant to this research. In addition, within

the framework of this section,  Five separate sections will be presented, such as: Benefits if Virtual

Cooperative Learning, Challenges and Solutions of Virtual Cooperative Learning, Students Collaboration,

Principles of Cooperative Learning and Structure of Virtual Learning Environment.

Benefits of Virtual Cooperative Learning

 Cooperative learning is a teaching strategy that requires small student groups to work interdependently

on learning activities in order to achieve and receive group rewards or recognition. The primary benefit of

cooperative learning is that students may learn better when they work together because they are held

accountable to each other. Reciprocity and cooperation, which are two of Chickering and Gamson’s

(2015) seven principles of good practice in undergraduate education, are core components of cooperative

teaching. Learning is enhanced when students collaborate with others and when they discuss multiple

perspectives. Another advantage of cooperative learning is that it allows for simultaneous teaching

approaches for multiple audiences and student level. For instance, high achieving students may assist low

achieving students, resulting in deeper learning for both.

There are many advantages to virtual learning that can help you sharpen your skills and grow in your

career. Courses taught online provide students the flexibility to learn on their own schedule, instead of a

mandatory class time, Virtual courses give students more selection in their courses.
Students who teach other students must integrate and verbalize knowledge, which may deepen the

learning process. Students who learn from other students may be less threatened by their lack of

knowledge and, therefore, more comfortable asking questions from a fellow student rather than a

professor. Furthermore, problem solving and verbalization are keys to the development of student critical

thinking skills and are also integral to the cooperative learning process. An effectively designed,

cooperative group solves problems through interactive discussion among members. Therefore,

cooperative learning approaches may lead to the development of need for cognition, by helping students

enjoy the process of learning together (McKeachy, 2017)

Teachers make frequent use of group work, and thus cooperative learning, for a number of reasons: 

(1)Change Things Up. It is beneficial to have a variety in your instruction; it keeps students engaged and

enables you to reach a larger number of learners. Cooperative learning also changes students' and

teachers' roles as teachers become facilitators of learning, guides on the side if you will, and students take

on more responsibility for their own learning. (2)Life Skills. Cooperation and collaboration are crucial

skills that students will continue using far beyond their schooling years. One of the key elements in a

workplace is collaboration, and we need to get our students ready to cooperate, to be responsible and

accountable, and to possess other interpersonal skills for effective professional lives. Cooperative learning

is also proven to foster students’ self-esteem, motivation, and empathy. (3)Deeper Learning.

Collaborating with others has a potent and positive effect on students’ thinking and learning—through

well-executed cooperative learning tasks, students often deepen their understanding of the assigned

content. Students engage in thoughtful discourse, examine different perspectives, and learn how to

disagree productively (Lewis, 2019).

Virtual Cooperative Learning helps in many ways and some of it are this (1)Raise achievement of

students. (2)Build positive relationships among students - important for creating a learning community

that values diversity. (3)Provide experiences that develop both good learning skills and social skills.

Research also shows that cooperative learning helps to produce: (1)Higher achievement. (2)Increased
retention. (3)More positive relationships and a wider circle of friends. (4)Greater intrinsic motivation.

(5)Higher self-esteem. (6)Greater social support. (7)More on-task behavior. (8) Better attitudes toward

teachers. (9)Better attitudes toward school (“Benefits”, 2017).

Moreover, Here are some additional benefits of cooperative learning. When students are working toward

a common goal, academic work becomes an activity valued by peers. Students are motivated to help one

another learn. are able to translate the teacher's language into "student language" for one another. Students

who explain to one another strengthen their own learning. When students need to organize their thoughts

in order to explain them to teammates, they must engage in thinking that builds on other ideas (cognitive

elaboration) which greatly enhances their own understanding. Teammates can provide individual

attention and assistance to one another. And lastly regular and constructive collaborative study groups can

assist you with mastery of material, exam preparation, and better performance on tests (“Benefits”, 2017).

Challenges and Solutions of Virtual Cooperative Learning

Despite cooperative or collaborative learning being ingrained in teaching practices for decades now, it has

also been demonstrated that small group activities aren’t always very efficient. Some of the main

challenges turn out to be students' free-riding (the lack of participation on behalf of some students), their

focus on individual academic goals while neglecting collaborative goals, and teachers’ difficulties in

accurately assessing students’ participation. specific recommendations resulting from the above-

mentioned challenges are that teachers should focus on: (1 )Defining specific collaborative goals (in

addition to the academic content goals). (2 )Training students in social interactions for productive

collaboration. (3) Monitoring and supporting student interactions (4) Assessing the collaborative process

—productivity and the learning process of individuals and the whole group (thanks to increased

professional development). (5) Applying the findings into future cooperative learning tasks (Lewis,

2019).
The goals for courses which employ cooperative learning are not the same as those for a straight lecture

class. It is no longer all about "telling them as much as possible about X." The goals now necessarily

include complementing the development of students' analytical skills and critical thinking with social and

cooperative skills in order to enhance their ability to work well together. It is reasonable to expect that

students will become more efficient as they gain experience in a cooperative setting but given the

additional emphases when using cooperative learning, instructors should adjust their expectations for

breadth or depth of coverage (Pantiz 2017, as cited in "Potential Challenges," 2018).

Evaluating group work can be challenging in the face of student preferences for full control over their

individual grade and faculty's historical reliance on individual grading procedures. Their provides a list of

techniques that to some extent address both issues: During the group work the teacher should be observed

the group students, the projects that are work as a group will be graded as a group, the students grading

each other or evaluating the level of contribution made by each member to a group project, extra credit is

granted when groups outperform their previous average or when individuals within a group outperform

their previous performance by a certain percentage, use of mastery output that students can retake tests

after receiving extra support from their groups or the instructor, and quizzes, exams, or assignments

graded to ensure individual accountability ("Potential Challenges," 2018).

While there are many documented benefits of collaborative learning, this strategy also comes with its fair

share of challenges. One such challenge includes the “cognitive costs of coordinating and collaborating

with others” (Nokes-Malach et al., 2015, p. 647). In other words, if an individual member can solve the

problem independently, then they are not likely to benefit from collaborative efforts and may even

perform worse as a result of trying to coordinate many varied ideas (Nokes-Malach et al, 2015 as cited by

Nokes-Malach et al., 2012). This notion also applies to less complex activities where little is gained from
group collaboration. Group members benefit when the task is complex, i.e. “high cognitive load”, and

parts can be distributed among the group.

Other potential challenges described by Nokes-Malach et al. (2015) include “retrieval strategy disruption”

and “production blocking”. The former concept occurs when one person loses their train of thought

because they are paying attention to other group members, while the latter refers to the practice of

allowing others to finish speaking before attempting to speak. This example can lead to “missed retrieval

opportunities”.

A third example includes “social loafing” which describes the phenomenon where one group member

may not contribute at the same level because they believe other group members may help “pick up the

slack”. A fourth, and final challenge is of collaborative learning is “fear of evaluation”. Here, students

may avoid sharing ideas out of fear of judgment from their group members (Nokes-Malach et al., 2015).

Johnson and Johnson (2009, as cited by Nokes-Malach et al., 2015) propose that the latter two examples

may occur when there is a lack of individual accountability or positive interdependence among group

members as described earlier in this review.

It’s important to note that there are also drawbacks related more specifically to online collaborative

learning efforts. One such drawback involves some of the online collaboration tools used. Tarun (2019)

discusses the inadequacies of such tools to include a lack of features that may improve usability as well as

the inability to customize some tools to meet classroom, instructor, or school needs.Appavoo et al. (2019)

add that collaborative learning efforts in online courses can be difficult to coordinate for learners, as some

are also balancing professional and family-related commitments.

Student Collaboration
        The inquiry-oriented discussion and investigation benefits when it involves the teacher, it can also be

useful for students to work together somewhat independently, relying on a teacher’s guidance only

indirectly. Working with peers is a major feature of cooperative learning (sometimes also called

collaborative learning). In this approach, students work on a task in groups and often are rewarded either

partially or completely for the success of the group as a whole. Aspects of cooperative learning have been

part of education for a long time; some form of cooperation has always been necessary to participate on

school sports teams, for example, or to produce a student-run school newspaper. What is a bit newer is

using cooperative or collaborative activities systematically to facilitate the learning of a range of

educational goals central to the academic curriculum (Prince, 2019).

               Even though teachers usually value cooperation in students, circumstances at school can

sometimes reduce students’ incentives to show it. The traditional practice of assessing students

individually, for example, can set the stage for competition over grades, and cultural and other forms of

diversity can sometimes inhibit individuals from helping each other spontaneously. Strategies exist,

however, for reducing such barriers so that students truly benefit from each other’s presence, and are

more likely to feel like sharing their skills and knowledge. Here, for example, are several key features that

make cooperative learning work well (Johnson & Johnson,2016; Smith, et al., 2018)

  ●Students need time and a place to talk and work together. This may sound obvious, but it can be

overlooked if time in class becomes crowded with other tasks and activities, or with interruptions related

to school (like assemblies) but not to the classroom. It is never enough simply to tell students to work

together, only to leave them wondering how or when they are to do so.

●Students need skills at working together. As an adult, you may feel relatively able to work with a variety

of partners on a group task. The same assumption cannot be made, however, about younger individuals,

whether teenagers or children. Some students may get along with a variety of partners, but others may

not. Many will benefit from advice and coaching about how to focus on the tasks at hand, rather than on

the personalities of their partners.

●Assessment of activities should hold both the group and the individuals accountable for success. If a

final mark for a project goes only to the group as a whole, then freeloading is possible: some members

may not do their share of the work and may be rewarded more than they deserve. Others may be rewarded

less than they deserve. If, on the other hand, a final grade for a group project goes only to each member’s

individual contribution to a group project, then overspecialization can occur: individuals have no real

incentive to work together, and cooperative may deteriorate into a set of smaller individual projects

(Slavin, 2017).

●Students need to believe in the value and necessity of cooperation. Collaboration will not occur if

students privately assume that their partners have little to contribute to their personal success. Social

prejudices from the wider society—like racial bias or gender sexism, for example—can creep into the

operations of cooperative groups, causing some members to be ignored unfairly while others are

overvalued. Teachers can help reduce these problems in two ways: first by pointing out and explaining

that a diversity of talents is necessary for success on a group project, and second by pointing out to the

group how undervalued individuals are contributing to the overall project (Cohen, Brody, & Sapon-

Shevin, 2018).

Principles of Cooperative Learning

A principle of cooperative learning as outlined by the Northern Province Department of Education

(2001:20) includes the classroom organization and the learner skills. Classroom organization is the

conditions that the educator must create like positive interdependence, face-to-face interactions,

individual and group accountability. Learner skills refer to the participation skills for effective

contribution to the cooperative learning environment. They include small group social interaction and

group processing which involves careful listening, initiating, gatekeeping and evaluating.
Since learning occurs in the social context, knowledge is co-constructed with others. The following

condition, which should be considered during cooperative learning are, summarized by the Northern

Province Department of Education (2001: 18).

●No member should dominate by doing all or most of the talking and work.

●Each member should contribute a fair share to the workload.

●The group should stick to the given task.

●The group should keep the task moving.

According to Mashile (2018), the diverse methods found in cooperative learning imply that each method

will have characteristics peculiar to the method. However, the following elements are essential for the

successful implementation of cooperative learning.

Teachers must have a clear set of specific learning outcome objectives. Students must, in turn, accept

such objectives as their own.Positive interdependence: a feeling of "sink or swim together" must be

created, so that each pupil learns the assigned content and abilities and makes sure that all of his or her

group mates also master the same content and abilities. There are several ways of achieving positive

interdependence. You can establish mutual goals for the group; a division of labour for a mutual task;

dividing materials, resources, or information so group members will have to cooperate to achieve their

task; assign students different roles such as recorder, researcher, organizer, et cetera; or joint rewards for

the group can be given.

Face to face interaction is required so that students discuss what they are studying; clarify and explain the

content and procedures they are to learn; critique one another's ideas and performances and provide

appropriate feedback, support, assistance and encouragement.

Each student is held individually accountable for doing his or her own share of the work and for knowing

what the outcome of the learning activity is. Cooperative learning is not having one person do a report for
two or three people. The aim is for all students to learn the material. In order to accomplish this, it is

necessary to determine the level of mastery of students and then assign groups to maximize

achievement.Public recognition and rewards for group academic success. If group effort is not rewarded,

students will not collaborate in the group. They will continue to work independently and thus lose the

benefits of social learning Teachers should organize the three-, four-, or five-member small groups so that

as much as possible students are mixed heterogeneously according to academic abilities, ethnic

backgrounds, race, socioeconomic levels and gender.In their groups, students need to engage in

interaction abilities such as leadership, compromise, negotiation and clarifying to complete their tasks. To

achieve this, they must use behavior and attitudes like leadership; trust building, communication, conflict

management, constructive criticism and encouragement. Note that these activities are not innate within

students and thus need to be taught. Post group reflection (debriefing) about group processes. Students

must spend time discussing group maintenance, social and group processing behaviour and particular

behavior and attitudes that promoted or prevented the group's and individual member's success. Sufficient

time for learning is required; otherwise the benefits of cooperative learning will be limited.

Structure of Virtual Learning Environment

A virtual learning environment (VLE) is an online platform used for educational purposes. It encapsulates

all the online environments that act as supplements to the course, whether they are online courses, reading

resources and informational sites with stand-alone skill assessments, or other forms of virtual learning.

Not too long ago, digital learning was as technologically advanced as watching videos on a VCR. While

videos are still a great way to deliver learning objectives, eLearning has dramatically expanded to include

web-based educational delivery systems that provide a more manageable, dynamic, and engaging learning

environment. Courses may be synchronous, in which participants interact in real time, or asynchronous,

in which students may do the work at their leisure and respond to prompts online.The advantages of

current eLearning software programs include: (1)Educators receive real-time data on the success (or lack
thereof) of the students. (2)Students communicate with their peers as well as their teacher. (3)

Coursework schedules can be personalized for each student. (4)Work can be completed anywhere a

student can log onto the site – many learning platforms even include offline capabilities. For eLearning to

succeed, it is imperative to consider the setting, or virtual learning environment, in which the student is

engaged. This environment includes both the physical factors of the learning space and the virtual

components of the online platform("Building Modern," 2020).

Virtual learning is an environment where trainees make use of computerized technologies for accessing

educational modules exterior to conventional classrooms consigned completely through online. Though it

takes over a huge benefit today, learners could lose their concentration easily. To overcome this major

drawback, we put forward the idea of surveillance of eye gaze. This uses the technique of Feature

extraction method called Kalman filter for gaze movement process. First the eye area is located by Haar’s

cascade classifier and once found, the classification is done with the trained datasets which is done

through support vector machine (SVM). The salient patches on the image of the face which detects the

state of emotions facial landmarks using automatic follow free facial landmark detectioing technique.

This gives the result of the attentiveness of the learner by moving to the next webpage if they losses their

concentration over it. This technique gives rise to better performance in an e-learning process by almost

3% when compared to the existing system. Thus the eye gazing process increases a better environment for

virtual learning process (Jacintha et al., 2020).

As the world slowly returns to everyday activities, it is evident that changes must be made to the mode of

carrying our activities, including education. Virtual learning shows promise due to its independence from

locations and time (Fay et.al., 2019). Electric power supply, internet services and an internet enabled

device are minimum requirements for this. Lack of data access was the most common (12.5%) reason

mitigating against online lectures according to the respondents. While some of the students didn’t have

funds to get the data, some didn’t have good reception despite purchasing data while a third group did not
have access to an internet capable phone. The second most common mitigating factor as poor power

supply (4.2%).

In person learning easily affords the lecturer to  assess students participation and effort on the go. While

techniques are available to do these electronically, virtual learning requires a lot of individual effort from

the student (Mogus et. al.) Students responded that the online learning satisfied the course outline in

quantity and quality  as they were most  likely respond  neutral or  in agreement.  Students however did

not put in their best efforts towards the online classes as majority of respondents reported that  they  only 

put  a fair  effort. This  might be  due to  the foreknowledge the students had that the online course in this

study may not count towards their final grades for the semester(Mutali et al., 2021).

Use of the wiki provided a platform for students to collaborate onan asynchronous, virtual study guide

that supported and reinforcedcourse content. It promoted collaboration and cooperation amongstudents

and respected the diverse types of students present inthe classroom. It also provided students with

ownership of thecourse material (Cobb et al., 1991). Class time was focused onactive-learning strategies

instead of lectures on course content.Students found the technology helpful and easy to use, as well

asavailable for use on any computer or phone screen they had accessto. A student with minimal technical

skills was able to master this program in ~5 minutes(Barrera, 2015).

Due to the educational system's increasingly apparent shortcomings and failure to adapt at the same pace

as technological innovation, heated debates about educational reform have become more frequent in

recent years. It's a good idea to use technical devices because people today spend so much of their time

interacting directly or indirectly with them.People have convenient and inexpensive access to a large

amount of knowledge as a result of this interaction. In this context, methodologies for improving

education can be thought of as concentrating on the foundations of knowledge rather than the emphasis
on material memorization. As a result, the aim of this research is to propose and validate an interactive

content authoring framework as well as a virtual classroom where students can communicate with each

other(Cinto et al., 2019).

Chapter 3

Methodology

Research Design

Since we aimed to discover and understand the experiences of students, this thesis on the accounts of the

efficacy of virtual cooperative learning on students achievement during the pandemic comes under the

qualitative umbrella of research. Consequently, the qualitative research approach is considered

appropriate for this study because it enabled us to collect and record a wide range of student perceptions.

We were able to explain the phenomenon being studied by having a clear explanation of the student’s

experiences during virtual cooperative learning in the midst of pandemic.

According to Smith (2018), Phenomenology is the study of phenomena as they appear in our lives of how

we interpret and understand phenomena, and of the importance phenomena have in our lives. More

simply stated, phenomenology is the study of an individual’s lived experience of the world. By examining

an experience as it is subjectively lived, new meanings and appreciations can be developed to inform, or

even re-orient, how we understand that experience (Laverty,2003).

Phenomenology is a qualitative research method that focuses on the shared characteristics of a group’s

lived experiences. According to Cresswell (2013), the approach’s main purpose is to arrive at a definition

of the essence of a specific phenomenon. Interviews are usually performed with a group of people who

have first-hand knowledge of a situation, case, or experience. Two general questions are addressed in the
interview(s) (Moustakas,1994): What has been your experience with the phenomenon? What situations

or contexts have affected your perceptions of the phenomenon in the past (Creswell, 2013)? Documents,

findings, and art may all be used as sources of information. The data is then read and reread in search of

similar phrases and patterns, which are then clustered to form sense clusters (Creswell, 2013). The

researcher will use this method to deduce the event’s, situation’s, or experiences universal significance

and gain a more in-depth understanding of the phenomenon.

Role of the Researcher

The role of the researchers in this qualitative research was an important matter to be considered in this

successful pursuit of exploration about the experiences, coping mechanisms and insights of students

executing virtual cooperative learning. According to Denzin & Lincoln, (2003) cited by Dr. Marilyn

Simon’s article, they enunciated that the role of the researcher is considered as an instrument of data

collection.

In this phenomenological study, the researchers as the data gatherer played the role of an interviewer,

transcriber, and a verifier. Seeking to come up with intersubjective and reliable data regarding the

experiences of students who executes virtual cooperative learning. Our task is to observe the actual

cooperative learning and interview the selected participants regarding their experiences and challenges in

the field of virtual cooperative learning.

With regards to our role as an interviewer, we asked probing questions to the participants to get a detailed

account as much as possible of their experiences of virtual cooperative learning. Furthermore, in

interviewing the participants, my point of view on the phenomena had set aside to ensure the credibility

of this study.

As having a role as the recorder too, we had accounted the proceedings of the interviews through the use

of the recording application in our smartphone. Through this, it will help ensure that the exchange of

ideas and information will be properly and audibly recorded.

Furthermore, as the transcriber as well, we made sure that all the transcriptions were precise and were

assigned with a code to the participants in order to hide their identities in transcribing the data.

Additionally, some responses of the participants are in their native language which is bisaya and tagalog

or in any language where they feel most comfortable with so they can freely express their thoughts and

experiences in detail, as we took every role in interviewing, we made sure that the recorded interview was

translated correctly and organized carefully into standard English statement.

Therefore, the role of the researchers, conducting qualitative inquiry should be responsible for

maintaining the rigor and credibility of various aspects of the research which the same with the analogy

in the role of validity, and ensuring the reliability of the instrument and the standard of the measure as

well as the methods that was being used in order to established clear understanding to the participant’s

experiences, insight, views and coping mechanism as they experience virtual cooperative learning.

Research Participants

In this phenomenological study, the participants were taken from students in Maryknoll College of

Panabo, Inc. The students were the chosen participants for this study because they obviously experienced

Virtual Cooperative Learning. The participants are the main key informants in the interview and the

source of information for gathering of data about the experiences, coping mechanism and insights of the

students in experiencing virtual cooperative learning.

Furthermore, the identified participants were determined by the following criteria: (a) a student whose

enrolled in Maryknoll College of Panabo, Inc. (b) no specific grade level) (c) a student that takes online

class (d) no specific gender (e) no specific age) (f) those who experience virtual cooperative learning (g)

willing to participate in the study. Nevertheless, there are only 10 participants which anchored to the

recommendation of Creswell (1996), which states that there are 5 -25 participants in a qualitative study.
Moreover, Patton (1990), enunciate that there are no specific rules when determining an appropriate

sample size in a qualitative research and the qualitative sample size may be best be determine byte time

allotted, resources available and the study objectives.

Besides, the study will be guided by the study’s research question to be able to describe the live

experiences, the coping mechanism and the insights of the students, which some of the aspects of their

lives will not be discussed.

Data Collection

The method used by the researcher for the data collection is an in-depth interview and focus group

discussion. According to [ CITATION Jan18 \l 1033 ] an in-depth interview may last less than 30

minutes while according to [ CITATION Lor16 \l 1033 ] focus group discussions can last 20-30

minutes. The interview may include 4-10 participants according to [ CITATION Ker18 \l 1033 ]. The

researcher will use an audio recorder to capture the detailed data the participants may disseminate.

Data Analysis

After collecting the data , the next step was the data categorization . The thematic analysis then the

data had been inspected to indemnify and classify any pattern representing notions during the data

collection stage.

According to Polit & Hunler (1995), data analysis was the systematic organization and synthesis

of research data. Likewise, Dey (1993), stated that, in analyzing data it would be better to break down

data in order to classify it and through it, a concept created or employed in classifying the data and

connections be made between those concepts and provide basis of a fresh description.
 The data collected during the conduct of the study was analysed to come up with conclusions to

resolve the problem of the study. Analysis of data in research involved summarizing the mass of data

collected and presenting the results in a way that communicates the most important features (Hancock et

al., 2009 as cited Harding 2013).

The data analysis was done after the process of transcribing the results of the interview. In this

study, the researcher had used coding and thematic analysis, analysing the collected and gathered data.

The data was organized into different categories that have similar responses from different participants.

Thematic analysis was the method that was utilized in analysing and reporting the pattern of

themes in this study. Braun & Clarke (2013) stated that thematic analysis is a flexible data analysis plan

that qualitative researchers use to generate themes from interview data. In this study, the researcher was

undergo processes for this purpose.

To familiarize the data, we listened and transcribe the recorded interview of the participants and

kept on reading it to identify similar answers given by the participants. After familiarizing the data,

coding the data was begin. I was used coding in which the data will be combined to arrive for particular

themes, ideas and categories. Then similar passages of text were marked with a code label so that they

could easily be retrieved at a later stage for further comparison and analysis.

After the codes were clustered together, I had labelled the clusters based on the meaning or

relationships shared among the codes. Naming the codes was the new process involving the utilization of

the labels created for the theme and providing a comprehensive name that describes the relationship or

meaning conveyed in the theme.

To strengthen the reliability of the data, we ask for help to our data analyst for further verification

of the data. Lastly, I presented the findings and interpretation of the data.
Trustworthiness

According to Holloway (1997:161), “trustworthiness is the truth value of a piece of research”. A research

project is trustworthy when it reflects the reality and ideas of the participants (Krefting 1991: 214-2190).

Streubert and Carpenter (1999:61) add that trustworthiness of the research depends on the extent to which

it delves into the participants’ experience apart from their theoretical knowledge. In this study,

trustworthiness was ensured by the researcher laying aside her preconceived ideas about the phenomenon

under investigation and by returning to participants to ascertain whether the description was a true

reflection of their experience. Lincoln and Guba (1985) and Krefting (1991:214) state that trustworthiness

involves the following elements: credibility, dependability, conformability and transferability.

Credibility

According to Polit et al (2001:32), credibility refers to the confidence of the data. Credibility is similar to

internal validity in quantitative research. Credibility exists when the research findings reflect the

perceptions of the people under study. Polit et al (2001:32) affirm that validity and reliability are

justifiable in research although qualitative researchers use different procedures to establish validity and

reliability. Internal validity is important in qualitative research, as researchers are able to demonstrate the

reality of the participants through detailed description of the discussion.

Dependability

According to Polit et al (2001:315), this refers to stability of data over time and over conditions.

Dependability can be likened to reliability in quantitative studies. According to Lincoln and Guba

(1985:161), a dependable study should be accurate and consistent. Two methods of assessing

dependability of data include stepwise replication and inquiry audit.

Stepwise replication: This approach involves several researchers who can be divided into two teams to

conduct separate inquiries with a view to comparing data as well as conclusions. Data and conclusions
were compared by the research supervisors.

Inquiry audit: Inquiry audit refers to data and relevant supporting documents being scrutinised by an

external reviewer. The supervisors of the research audited the research project.

Conformability

According to Polit et al (2001:315), confirmability refers to neutrality or objectivity of data. The issue of

confirmability focuses on characteristics of the data. This means that the research findings are the result

of the research and not the researcher’s assumptions and preconceptions. The issue of confirmability

focuses on the characteristics of data being dependable. According to Holloway and Wheeler (2002:255),

inquiry audit can be used to trace the data to their sources. In this way the researcher’s path of arriving at

the constructs, themes and their interpretation can be followed. In this study the researcher audited the

research process under the supervision of the supervisors.

Transferability

According to Holloway and Wheeler (2002:255), transferability means that findings of the research

project can be applicable to similar situations or participants. The knowledge that was acquired in context

will be applicable in another and researchers who undertake research in another context to apply certain

concepts that were originally developed. Transferability is the means of which the findings of this inquiry

can apply or transfer beyond the bounds of the project.

Ethical Consideration

As suggested by Boyatzis (1998), to establish ethical considerations, the researcher followed the

ethical steps such as respect for persons, beneficence, justice, consent and confidentiality.

To initiate the respect for a person, the participants especially in the Maryknoll College of Panabo

Inc, it needs an obligation of the researcher not to exploit the weakness of the research participants. Self-
sufficiency was avoided in order to maintain friendship, trust, and confidence among partcipants and the

researcher (Cresswell 2012).

To initiate beneficence, it requires a commitment of minimizing risks to the research participants

rather maximizing the profits that are due to them. Anonymity of the interviewee will kept in order not to

put each participant into risks. At all times, participants were protected, so every files of information were

not left unattended or unprotected (Bricki and Green,2007).

To initiate justice, it requires a reasonable allocation of the risks and benefits as result of the

research. It is very important to acknowledge the contributions of all the participants as they generally

part of the success of the research. They must be given due credits in their endeavours. They were not

able to spend any amount during the interview. Sensible tokens were given to them as sign of

recognition to their efforts on the study. We hope that through this study, they will be set free into

whatever negative experiences they had as they teach non-readers and maintain a good name into what

positive contributions they could offer in this study (Bloom and Crabtree, 2006).

To initiate consent, consent is another most important way of showing respect to persons during

research. This is to let all participants became aware on the purpose and objectives of the research study

that they are going to involve. Written consent will provide for them to get their approval. After getting

their nod, they have actively participated the in-depth interviews and individual discussions. Of course,

they were informed on the results and findings of the study (Cresswell 2012).

To initiate confidentiality towards the results and findings including the safeguard of the

participants, coding system were used. Meaning, the participants identities were hidden. All materials

including audiotapes, encoded, transcripts, notes, and others should be destroyed after the data were being

analysed. Some of the informants were hesitant to be interviewed at first because they were afraid what to

say but because of our reassurance to them in regards to the confidentiality of their response, they later

gave us the chance and showed comfort in answering the interview questions. We will extra careful and
with our questions and due respect will give importance to this study (Maree and Van Der Westhuizen,

2007).

CHAPTER 4

Results

This chapter describes the experiences of students who participated in Virtual Cooperative 

Learning during the Pandemic and were able to overcome it, as well as their coping 

mechanisms and insights gleaned from in-depth interviews and focus group discussions.

This chapter is broken down into three sections: Part 1 contains the data from the participants,

from which the qualitative data were gathered. Part 2 contains the analysis procedures and 

steps in categorizing the emergent themes from the indepth interviews and Focus group 

discussion questions under each research problem, while Part 3 contains a summary of the responses.

It includes the themes that emerged from our informants' honest responses to their experiences in the Onli

ne Class caused by the Pandemic. We compiled a list of their similarities and came up with the following

themes.

TABLE. 1: PROFILE OF INFORMANTS IN-DEPTH INTERVIEW

PARTICIPANTS SEX AGE STRAND YEAR

Participant A Male 17 ABM 11th Year

Participant B Male 17 HUMSS 11th Year

Participant C Female 17 ABM 11th Year

Participant D Female 18 STEM 12th Year

Participant E Female 17 HUMSS 11th Year

PARTICIPANTS

The participants were chosen as the respondents of our study who must currently in taking

Online classes. These five individuals were designated as our IDI (In-depth Interview). They

came from different strands and were of different genders and ages. There were two (2) males

and three (3) females, one (1) of them was 18 years old and four (4) of them were 17 years old.

One (1) was from STEM , two (2) were from HUMSS, and the other two (2) were from ABM.

They were conditioned to respond willingly to the questions posed by the researchers.

TABLE 2. PROFILE OF INFORMANTS IN FOCUS GROUP DISCUSSION

PARTICIPANTS SEX AGE STRAND YEAR

Participant A Female 18 ABM 11th Year

Participant B Female 17 ABM 11th Year

Participant C Female 17 ABM 11th Year

Participant D Female 17 ABM 11th Year

Participant E Female 17 ABM 11th Year

The participants were chosen as our study's respondents and were classified as our FGD

(Focus Group Discussion).They were from the same strands, were the same gender, and were 

different ages. There were five (5) females, one (1) overthe age of 18 and four (4) over the age  of 17.

Five (5) of them came from abm students. The second step, as shown in tables 3, 4 and 5, is data display.

Thematic Statements were identified from the key phrases that emerged from the transcripts and

comments. They were organized in order to come up with the key themes.

Research Question No 1. What are the experiences of students executing this Virtual Cooperative learning

amidst pandemic?

Unclear Deliberation of Instruction

One of the experiences of the students in experiencing virtual cooperative learning is that the

unclear deliberation of Instruction which it lead them into confusion and some of the parts of the

were not clear minded. It makes them misunderstood something that could affect their task.

Participant A mentioned that……

Ang pinakahard siguro is... If naay ihatag nga activity kay...kuntahay ang ang nag nagbasa atu

nga instructions is wala sya kasabot so nag ask sya saiyang kauban... Sa iya co-members lisud

pud gane sa part saiyang kauban kay wala ka kasabot ani tapos...kulang-kulang usahay ang

mga instruction na ginahatg sa teachers...Murag ing-ana lang. – FGD Participant A

( I think the hardest part is….If there is an activity that was given….like if someone read the

instructions and that person didn’t understand it, that person will ask to her/his co-members…

and it ends up that also the co-members of that person didn’t understand the instruction too….

then sometimes the instruction that was being said was inadequate….just like that).

Participant B also shared that…

Meanwhile Participant B added:

Ahm.. sa ako is.. ahmm kanang mangutana ang imohang kauban unya utro pud ka wala kabalo

and then.. nag, ohh ana.. magpinasahanay lang unya dili, dili sya mag-improve kumnaga wala

moy nasugod tungod ato nagpasapasa mo, mao to. –FGD Participant B

( Uhmm.. for me is that….. Uhmmm if you are asking to your group mates and even your group

mates doesn’t have any idea and then all of you and your group mates are always passing the

task and your group mate won’t improve her/his self, like you didn’t start anything or any of

your task because you always passed it to each other. That’s it).

Moreover Participant C uttered:

Akoa kay tanan.. tanan me na members wala kasabot kay ano.. not properly na nahatag ang

instruction..murag wala nahatag properly ang instruction ba... So kami murag naglibog sad me

ba.. mao rato. – FGD Participant C

(For me is that all of us… all of us members didn’t understand at all because…the instruction

was not being properly given…like the instruction was not being gave to us properly.. So, it was

like we were confused too. That’s it.)

Slow Internet Connection

It will always unavoidable that students who take online classes are having a slow internet

connection especially when it comes to executing virtual cooperative learning which led students

left behind in group works and would surely affect the task that were given to them by their

teachers.

Furthermore Participant A uttered that:

(I find hard during activities is the poor signal and sometimes I cannot answer some activities in

the said deadline because of the poor signal).- In-depth participant A

Participant B also stressed that:

( In executing this kind of virtual cooperative learning basically the most challenging for me was

that having a slow internet connectivity and also lack of participation of group members since

its virtual each student has different way in acquiring learnings).-Indepth participant B
However Participant B cited:

(I find hard is in about the poor signal and sometimes I can't answer those questions well

because there are time bound and the signal is so loading. That's it). -Indepth participant E

Participant C also said that:

(This kind of learning made it hard for me to keep and maintain my focus, and the struggle I

encounter in terms of internet connections).-indepth participant C

Easy Access

Having access to the internet allows students to keep up with information that might not make it

into textbooks, or that might become outdated by the time it is published in a traditional format.

Especially when it comes to executing cooperative learning in virtual.

Is that you have all your task in front of you and you are just one click away- FGD participant C

We are safe here in our home when we are studying- In-depth Participant E

Is if ever naay phrase or word or kung unsa man ang naa dira sa activity ninyo na wala ninyi

nasabtan is.. dali nalang sya..kay syempre nag-atubang namog computer or cellphone or Laptop

... So pwede nalang ninyo sila e search sa kung asa man ninyo na e search- FGD Participant A
(Is if ever there is a phrase or word or whatever is there in an activity that you don’t understand

is…it makes it easy because of course, you have a gadgets in front of you… and it makes it easy

for you to search in any search engine that you want).

dili na siya kailangan e sulat no kay given na naman siguro ang mga work or instruction gikan

sa teacher and dali nalang jud siya masearch syempre naa naman tay.. ahmm... Technology

na...-FGD Parti B

(It doesn’t need anymore to write because I think it was already a given work or instruction from

the teacher and it makes it a piece of cake to search since, of course, we already have..uhmm.. a

high technology).

So ang para sa akoa kay ang advantages.. is mapadali gane ang imong task since daghan man

mo...man mo members sa isa ka group... And... Mas mapadali ang process since kanya-kanya

natag search sa mga kanang mga answers sa mga activities.- FGD participant C

(So for me, the advantages.. is that, it facilitate the task since there are so many of you in one

group..and.. the process will become easy since you can search your own answers for the

activities).
Health Problems

We all know that in using technology/gadgets especially in virtual class, it could cause health

problems to the students. It could suddenly occur to them due to the fact that they exposed in

technology which Health should come first.

That is why participant A uttered that:

I encountered in this Virtual Cooperative Learning is I feel some illness like headache and

aching in my eyes.-Indepth parti A

Participant E also said that:

The hardship that I encountered is my mental health. When in terms in my eyes. My vision is

not that clear unlike as before. -Indepth parti E

Meanwhile participant E also stated that:

Ang akoang hardships nga na encounter is kanang... Kuan.. usahay maglabad akoang ulo kay

babad sa cellphone or di kaya sa computer.... magsakit akoang mata.. kay kuan.. kanang dili ko

anad akoang mata mag atubang ug computer man gud.. mao lang – FGD Participant E

(The hardships that I encounter id that. …sometimes it can cause me headaches because im so

drowned in mobile phones or in computer.. it makes my eye hurt..because..my eyes are not used

to face computer for too long).

Unable to Concentrate

Sometimes the reason for losing concentration is the fact that the students don’t feel challenged

enough to complete the task. Children who are not challenged at a high enough level can lose

interest in the material and stop paying attention altogether.

Participant B uttered that:

Maybe i find it hard when i'm not focusing or somehow ironically when it feels like my mind is

floating somewhere.- Indepth participant B

Kuan kanang maglisud kog concentrate usahay kay.. naa man gud koy mga bata pa na ig agaw..

tapos usahay gadula mga sabaan kaayu ug lihokan.. kay syempre bata man.. tas mao to.. ma

distract ko, di ko kapaminaw ug tarong. – FGD Participant E

(Sometimes, I am struggling to concentrate because. . i have some kids relatives with me here at

home, then sometimes they played nonstop and loudly since they are kids of course.. and that is

why I get distracted and I can’t listen to the class properly).

Difficulty on communicating co-members

Effective communication underpins the knowledge, skills and dispositions principals require to

have a direct and indirect influence on student outcomes, as identified in the Best Evidence

Synthesis on communication.
is kanang dili ma, maano ang members, dili nimo sila ma encouraged na mag cooperate no sa

ano.. group work. -FGD parti B

( It’s just that , you can’t.. you can’t encouraged them to cooperate to the group work that has

been assigned to your group).

Sometimes it’s hard to communicate with your teammates or group mates, like it’s not easy to

plan something with them especially when some of them takes a long time to reply or they are

offline or sometimes it feels like they are avoiding your message. -Indepth participant d

Usahay kay ang uban dili ma reached, kay dili online or wala jud guro balak mag online...so

mao to in the end ako nalang ang mag-una una ug buhat...-FGD parti E

( Sometimes , other members cannot be reach or approach, because they are not online or they

don’t have any plan to go online, so in the end, I am the only one who works for the task first).

It is much harder to approach the other members...or it is hard to relay the message for them

because sometimes other's are busy and..and.. we dont have a conversation...properly...-FGD

parti D
 TABLE 3

EXPERIENCES OF STUDENTS IN VIRTUAL COOPERATIVE LEARNING

ESSENTIAL THEMES THEMATIC STATEMENT

Unclear Deliveration of Instruction ●The student asks her coworkers for assistance
with the instructions, and it turns out that both
of them did not understand the instructions.

●Both of the Students are lacking of

informations.

●All of the members didn't catch up the

instructions because they are not well
delivered that makes them confusing.
Slow Internet Connection ●Given the poor signal, the participant was
unable to pass on the exact deadline.

●Having a slow internet connectivity.

●The Participant can't answer the timebound

questions well because of the slow internet
connection.
 ●Maintaining focus is difficult when dealing
with slow connections.
Easy Access ●The Participant make use as an advantage, if
you encounter unfamiliar words, you can just
easily search it on google.

●Learning has become more convenient as a

result of technological advancements.

●Assigning the task to the members, and the

process will become smoother because you
will be able to search on your own task.
Health Problems ●The Participant feels headache and aching of
eyes.

●The Participant's eye vision is not as clear as

it was previously.

●She isn't used in staying long in front of

computer that caused her eyes aches.
Unable to concentrate ●His mind is floating somewhere during
discussions.

●The Participant is sometimes distracted by the

noise in their homE

Difficulty on Communicating Co-members ●Cannot encourage the members to cooperate

to the group task.

●Due to their unresponsive behavior, the

participant sometimes finds it difficult to
communicate with the members in order to
plan.

●Unresponsive members

●The participant is having difficulty

approaching the other members, especially
since some of them have not yet had a proper
conversation.
 The following themes were emerged by the statements of participant as they respond the

research questions no.2: “How do they cope up with this Virtual Cooperative Learning in times

of Pandemic?”

Research No.2 How do they cope up with this Virtual Cooperative Learning in times of Pandemic?

Power of Prayer

When students are of the same faith, then having prayer in schools gives them an opportunity to

come together in the spirit of unity. This advantage applies to those who have a different spiritual

perspective as well

If I need help I will pray and talk to God that I can pass even though there is a hinder. -Indepth parti A

I gets some help to God. He is the only one that is never leave me and Also my Family.-Indepth parti E

I surrender it all my worries to someone who owned all of us. - Indepth Participant B

So..Pag kapoy najud kaayu ko sa buhaton..tas mag breakdown ko.. is naga pray jud ko, nagapangayo kog

strength saiyaha... Kay wala man koy lain kaingnan..- FGD partipant E

(So, if I get tired from the task and im having a breakdown, I always pray, I ask for strength to Him,

because there is no other person I can rely in).

Family as Comforter and Motivation

We need our family and friends as pillars of support, especially in difficult times.

Having a strong network of supportive family and friends helps enhance our mental well-

being. ... It is important to surround ourselves with family and friends for support and comfort in

both times of joy and distress.

My family and the most is my father because of them I will do my best to complete my studies

and reciprocate their hard work for my goods and dreams.- Indepth Participant A

Motivates me a lot is my family. Of course they did everything for me and I will do everything for

them to become proud on me. - Indepth Participant E

My family motivates me of course, it wouldn’t change a fact that they spent their money to pay

all my tuitions and provide my needs. And it would be embarrassing if I would slack off and will

not strive

.-Indepth Participant C

However Participant A cited:

If mo break down ko, or about ana.. kay siguro deretso ko magsumbong kay mama...kay

kamo..kamo kabalo jud mo..kasagaran sainyoha, ka experience ko ana.. magyawyaw dayon ko

kay mama ana... Ma kani si kuan ba kay dili mutabang... Paminaw nako tapula kaayo ni...labaw

na pag mag face to face.

- FGD participant A
(If I’m really having a breakdown, I think I will complaint directly to my mom, because you, all

of you know that some of you experience this. I will complaint to my mom and rant to her, like I

will say to her that mom, this person doesn’t offer any of their help, I feel like this person is lazy,

especially in face to face).

Ang.. sa ako is.. I get help from my father...because ..he is the one who can understand me more

interms of problems.. in this kind of situation no ..and ano man pud gud siya... Makasabot siya

dayon ba kay teacher man gud to sya atung una.. so makasabot siya dayun and mao to...madali

lang niya...kung baga... masagot ang mga questions sakong utok like unsa akoang himoon.. lika

ana-ana. . -FGD participant B

( For me is that I get help from my father ..because.. ..he is the one who can understand me more

in terms of problems… in this kind of situation and also my father is really understanding and

can easily understand because he is also a teacher back then, so he can really understand me , and

he is the one who advise me about what should I do like everything that concerns on school

matters).

Friends as a Companion

Companionship is the feeling of friendship or fellowship – it’s a vital connection with somebody

which gives a sense of togetherness. If you have a companion, you enjoy their company and

want to spend time with them. Companionship is a basic human need, and when these needs are

not fulfilled it can cause emotional and physical problems.

Biking or playing billiards with my friends.-Indepth Parti A

My friends are always my “go to” in terms of breakdowns.-Indepth Parti C

Participant D added that:

In times of my breakdown, i get help from my friends since we have the same experience and I

just take out all of my complain and my rants to them and thankfully I have a friends who let me

do that kind of thing. -Indepth Parti D

Meanwhile Participant C added that:

Para sa akoa... Akong genaduolan pag in times of break down is akoang mga amiga...since

sila..since kaila man pud sila kung kinsa ang reason nganong nagbreakdown ko... So murag naa

pud koy kauban para manlibak...char langg!!... Para makakuan kog advice..kung unsay akong

buhaton since kaila man pud sila....kung unsay...unsay mga attitudes ani na mga tao ...so

makakuha pud kog unsay akong mga buhaton... Tama ba ni.. or mao ba ni siya.. -FGD parti C

( For me, the person that I always go to in times of break down are my friends, since they are my

friends and I know them and they know the reason about why I am having a breakdown. So, it’s

like I have someone who can accompany me to rant or judge…just kidding. It is for me to get an

advice about what should I do since they also know too.. if what is the attitude of that person, so

that I can also know if its right or wrong).

Hobbies

People who have hobbies have experiences and stories that they can share with others. They also

have specialized knowledge that they can teach to anyone who also has an interest in the same

topics as they do. It helps to relieve stress by keeping you engaged in something you enjoy.

Participant D added that..

I divert my attention to Kdramas, Kpop, and watching movies too, but mainly I get some sleep

because sleep is life. - Indepth Parti D

Usually i divert my attention on watching korean dramas or cooking any foods and eating too

much. Literally that makes me happy and forget about school matters .-Indepth parti B

Sing even if my voice is not good, lol!-indepth parti E

Furthermore, Participant A added that:

Siguro ang pinakadabest nga... Kuan is..kanang mag sige nalang.. ug tan aw ug.. salida.. or di

kaya mag sige ug cellphone..kay labi na ron kasagaran satuang nga teenagers.. ing ana raman

buhaton.. unya usahay pud tulog..ana..para makaless stress na sya... -FGD parti A

( I think the best thing to do is to watch a movies or use a phone to do what you want, especially

the teenagers, like us, we always do like this.)

For me jud kay tulog nalang jud para makabawi ang mga sleepless nights...na ano.. tungod

satuang mga.. school works..or unsa pa...-FGD parti B

(For me is to sleep only, we should sleep so that we can rest ourselves for sleepless nights that

we spend because of our school works)

Ako... Through social medias.. makawala sa stress pag naay gebuhat na mga school works...

FGD parti C

(For me, I went through social media ……because it relieves my stress if there is a school

works).

Ahmm...Gena divert nako akoang attention.. sa pag-basa ug wattpad.. since mao manay hobby nako..ug

mas maka-pahulay akong huna-huna gikan sa ahm ... school stuffs...- FGD parti E

(Uhmm, I divert my attention in reading wattpas, since it is my hobby and I can rest properly my

brain from ahm… school stuffs).

Move Forward

It demonstrates that movement can be an effective cognitive strategy to strengthen learning,

(improve memory and retrieval, and enhance learner motivation and morale.

Participant A added that:

Ang sa akoa jud no... If ever maka experience ko anang naa koy kauban unya dili mutabang...

Huna hunaon jud nako akoanh self... Ug akoang co- members...na katong nanabang...kani..

kailangan kami..bahalag wala tung isa, kami nalang buhat ani kay para mani samoang

grado...para mn gihapon mi saamoa. -FGD parti A

( For me, If ever I experience that I have co-members and won’t offer a help, I would really mind

myself first and my co-members who helped. I don’t care if we are the only members who do the

tasks, I won’t care about the others because this is for our grades)

Participant B also said that:

Ahm...ang sa ako is.. maghuna-huna ko ug unsa ang outcome ani kung maningkamot

ko...and..huna-hunaon nalang jud nako akong sarili.. kung wala juy mutabang sa akoa kay

syempre.. kailangan man jud numo pasahon ang isa kabutang and then.. mao to.. maningkamot

nalang....and then huna-hunaon nimo ang... Unsa ang gwapo na mangyari pag imoha ning

mahuman... -FGD parti B.

(Uhm… for me is that…. I am imagining if what would be the outcome if I persevere..and… I

only think about myself …if no one is going to help me… of course… I really need to pass the

task and then you will think if how nice it is if you get the task done).

Furthermore, participant C added that:

Para sakoa gena motivate nako akoang sarili na magstrive ug hard... Para mahuman ang task..

nga nagpending sa akoa.. kay gusto jud ko na kana ganeng... kanang.. wala nay himoon.. and

aside from that gina motivate nako ang akoang sarili nga mag strive ug hard kay para....

mapanatili gihapon sa honors...kay diko gusto mawala ang pagkahonor nako ...kaya

maningkamot jud ko... -FGD parti C

(For me is that, I motivate myself to strive harder.. to get the task well done that is pending to

me.. because I really want to… like I am free.. and aside from that, I motivate myself to strive
harder to stay as a honor students.. because I don’t want to lose my award as a honor student…

that is why, I would really strive harder)

Table No. 4

COPING MECHANISM OF THE STUDENTS WHO HAVE EXPERIENCE VIRTUAL

COOPERATIVE LEARNING

ESSENTIAL THEMES THEMATIC STATEMENT

Power of Prayer ● To Pray and talk to God

●The Participant asked help from God.

●The Participant Surrender his worries to our

Almighty.

●To pray to God for more strength because

there is no one else on whom to rely.
Family a Comforter and Motivation ● The Participant is motivated to do his best by
his family, particularly his father, in order to
repay their hard work.

●She finds inspiration in her family and will go

to any length to make them proud of her.

●The Participant is motivated by his family

because they are the one who paid tuitions of
her and it would be embarrassing if she fail.

●The Participant always go to her mother

intimes of bad days and will rant endlessly to
her.

●The Participant gets help from his Father for

the reason that she is known by her father so
much and know what's right to advise to her.
Friends as Listener ● To have fun with usual with some of friends.
 ●When it comes to breaking down, the
Participant says that her friends are her "go to"
people.

●The Participant communicate to her friends

since they also have the same problems in
school stuff.

●She would always go to her friends, who

were also familiar with her and her problems,
and they would accompany each other to rant
and give advice.
Hobbies ● The participant will occasionally watch
kdrama, kpop, and other entertainment to
divert attention, but will mostly be sleeping.

●The Participant usually do particular things

that makes him forget schoolworks.

●The participant sings despite the fact that it

contradicts her voice.

●The Participant believes that watching

movies or doing things on the phone is the best
thing to do.

●To sleep is to recover from a sleepless night

of schoolwork.

●She relieves stress through social media.

●To read Wattpad, which will put the

participants' mind at ease.

Move Forward The Participant is unconcerned about the

coworkers who did not assist; she is only

concerned about herself and the coworkers

who cooperate.

●The Participant would look forward to

 completing a specific task; if no one wants to

assist her or her coworkers, she will do it

herself.

The following themes were emerged by the statements of participant as they respond the research

question no.3 “What are the insights/realization of students executing this Virtual Cooperative Learning

during this pandemic?”

Research No.3 What are the insights/realization of students executing this Virtual Cooperative

Learning during this pandemic?

Be Positive

It is easier to accomplish your objectives when you are positive. That's because making better

decisions is easier when you're in a good mood. Rather than responding to setbacks, you should

plan ahead of time and chart a path.

Partricipant A said that:

I suggest that be always positive and you will make it just keep push hard and I believe in you

that you can handle all of the work and activities.- Indepth Participants A

Participant E added that:

You can do it. Don't think you can't, because we can all do things if we really wanted to. God

bless and Be Positive as always.- Indepth Participant E

Furthermore, Participant C added that:

Traditional or virtual, it wouldn’t matter as long as you will strive hard and do all the things

that needs to be done for us to successfully accomplish this. Just hold on tight and think positive

always.- Indepth Participant C

if maglisod naman jud gane ta.. always motivate yourself.. like positive thoughts..like ahmm..

kani mahuman ra lage ni.. ana..ahh makaya ra lage nig buhat..so.. para maiwasan jud nimo na

maglisud kag samot...dapat iwasan ang negative sides.. always think positive.. para mamotivate

jud .. yun lang.. -FGD Participants C

(If it’s really going to be hard on us.. always motivate yourself.. like positive thoughts…like

uhmm.. this will be fine, this will be done.. like… we can do this.. so.. for you to prevent the

hardships… you should avoid the negative sides.. always think positive.. for us to be motivated..

that’s it).

Ahm..Stay strong lang jud..ma okay rana tanan..naa man juy difficulties..ahm..pray lang. -FGD

Participant D

( Uhm.. Just stay strong only.. everything will be fine.. the difficulties are always be there and we

can’t dodge it..uhmmm.. just Pray).

Work Independently

Teaching independent learning strategies will help your students build the skills necessary to

complete their work, manage their time, and respond to challenges with minimal direction. ... It

also allows you the freedom to differentiate your approach to teaching

Participant D said that:

You shouldn’t work up yourself if some of your members won’t cooperate. Just think about

yourself first because in the first place, they are not your responsibility especially when they

don’t cooperate. –Indepth Participant

Ang advice lang siguro nako na mahatag is....dili man sa...naga paka..selfish ka...kanang

unahon nalang nimog huna huna imonh self..kung dili gyud sila mapugos ug tabang.. ayaw

nalang jud ipugos..kay dili man sad angay na... wala siyay getabang...tapos ... Apil-apilon

nimo.. iyang pangalan dinhaa sa inyonh group activity.... Murag unfair ra kaayo para saimo ug

para sa uban nimo kauban kay... Kamo gud nagkalisod ana para mahuman na... Tapos siya kay

wala lang ... Pa chill-chill lang pero naapil gihapon... Nahatagan gihapon ug grado.. murag

ana...unahon nimo ang imong self gud ug katung mga kauban nimo na mapangayoan nimog

tabang...-FGD Participants A

(The only advice that I can give is… it’s not that… we’re being selfish.. just mind yourself first..

if you can’t insist them to cooperate.. just don’t force it.. because it’s not right that you still

include them even if they don’t offer any help.. It’s like, it’s unfair for you and to your group

mates.. because you are the one who persevere just to get the task done. Then that person didn’t
do anything… that person is just chilling and you still include her/him.. and that person still

receives a grade. Just.. mind yourself and other members who contribute and cooperate).

Furthermore, Participant A added that:

Ayaw palabig pastress ....sa mga tao nga dili jud mutabang...maskig ikapila na nimog

pangayo...untahay..mangayo kag attention ani nila... Tapos ahmm.. if dili nila ihatag

sailaha...ayy...saimoha ang ilang attention..then okay..ayaw pugsa..bahala to siya... Mastress ka

dapat kadali lang tapos.. dere deretso nag..buhata na...-FGD Participants A

( Don’t overstress yourself.. to the people who have no contribution at all.. even if how many

times you ask them..like you ask for their attention.. then uhmmm.. if they don’t want to give

their attention.. then… it’s okay.. don’t force them… stress yourself for a seconds.. then it’s

done… just do the task).

If your co-members is.. not Participating.. then you need to learn to be alone... It's not up to

them.. it's just up to yourself..-FGD Participant D

Take a Break

Taking a break is important for students especially when they are so occupied with school

problems because if they don’t, it might lead a problem to their health. Constant worry can lead

to chronic stress, and students have been reported to be more likely to suffer higher levels of

stress, which can have a physical and mental impact. Therefore, taking breaks can relieve and

reduce levels of stress.

Participant D said that:

The suggestions that I can share is that you should take a time for yourself to be relaxed and

calm, you should clear your mind sometimes and focus about what you can do, get some sleep if

your stress too much. Most importantly, take a responsibility for yourself when your members or

some of your members won’t cooperate and learn to understand each other too sometimes.

-Indepth Parti D

Participant C also added that:

Don’t pressure yourself too much. Excel or at least do you best in today’s learning.-Indepth

Participant C

Also, Participant C added that:

Ano...Ako.. ang advice na mahatag siguro nako is... Ano ayaw..ahm..sa isa ka..isa ka

leader..o..sa isa ka mwmber man lang sa isa ka group...dili nila e pressure ang ilang sarili..kung

naa man moy isa ka..kung naglisud man sa task..na imohang ano..imohang gebuhat..simple help

sa members nimo or even sa leaders...vice versa..and ayaw..dont be to hard in yourself..makaya

ra lage na nimog human.. Even though ikaw ra ang nagbuhat...anang mga ano... Ana na

task..Basta hinumdome lang gud na take a rest...and ayaw jud kalimte na dili epugos imong

sarili if dili najud kaya...-FGD Participants C

( My advice that I can give is..don’t..uhmm.. whether it’s the member or the leader, they should

not put pressure on theirselves..If there is one of you whose having a hard time to understand the

task or doing the task… you can seek for help to your members or to your leaders.. vice versa..
just don’t be too hard on yourself.. you can get it done.. Even though you are the only who gets

busy for the task, just always remember to take a rest.. and don’t force yourself if you can’t do it

anymore).

Partiocipant B also said that:

So ..akoang masuggest..find time to sleep jud..kay syempre dijud nato maiwasan ang stress..and

all...lalo na sakoa...like based on my experience is dili jud sya dali ..kay ako ra.. I suffer from a

condition.. ano..a migraine..mo trigger lang siya.. bigla-bigla...basta stress ko..maglabad jud

akoang ulo..so find time to sleep as much as you can... -FGD Participants B

( So, I can suggest that you should find a time to sleep, because obviously, we can’t avoid the

stress and all.. especially to me.. like based on my experience, it’s not easy because there is only

me. I suffer from a condition of migraine.. it triggers and it suddenly occurs if I am stress.. my

head hurts… so really find a time to sleep as much as you can).

Table No. 5

INSIGHTS OF THE STUDENTS WHO HAVE ENCOUNTERED THE EXPERIENCES

OF VIRTUAL COOPERATIVE LEARNING

ESSENTIAL THEMES THEMATIC STATEMENT

Be Positive ● To keep moving forward and remain
optimistic that all of the schoolwork will be
manageable.

●Believe in yourself always.

 ●The participant wishes to convey that whether
traditional or virtual, it makes no difference as
long as one looks forward and works hard.

●Get rid of the negative thoughts and replace

them with positive ones.
Work Independently ● Think of yourself and your grades even if
others don't care.

● Working alone is not selfish, especially in

this situation and with unresponsive members,
so it is better to save yourself.

●Seek for your co-members three times if they

won't give you that, then work alone
independently.

●Your grades are in your hands so work for it.

Take a break ● Allow time for yourself and relax your mind
so that you can complete your task
successfully.

●Don't put too much pressure on yourself, but

always give your best effort.

●The Participant wishes to convey that you

should not put pressure on your coworkers and
that you should take a break every now and
then.

●Don't deprive yourself of sleep, and always

make time to relax, unwind, calm your mind,
and take care of your health.

CHAPTER 5
 Discussion

This chapter discusses the findings, their implications for instructional practices, suggestions for

future study, and the conclusion, all of which are based on the emerging themes from the

research questions.

The study’s primary objective is to thoroughly examine and analyse the perspectives, coping

strategies, and insights of Maryknoll College of Panabo, Inc. students about virtual cooperative

learning.

We used a qualitative approach based on phenomenology to provide a rich, detailed, and

comprehensive description of human experiences and their intricate meanings. This was

accomplished by thoroughly identifying a phenomenon relevant to the study’s research

questions, collecting data through in-depth interviews (IDI) and focus group discussion (FGD),

and thoroughly analysing the gathered data to create an analysis.

It is also related to the aforementioned context that the ten participants, five for the in-depth

interview and five for the focus group discussion, were chosen via purposive sampling to share

and express their perspectives, coping mechanisms, and ideas about virtual cooperative learning.

The selected participants are students from various grade levels at Maryknoll College of Panabo,

Inc., Prk. Atis. Brgy. Sto Nino, Panabo City, Davao Del Norte.

The authors of the paper will address some critical factors or central concepts pertaining to

student’s experiences with interactive cooperative learning. In terms of interactions, students

experienced a variety of issues during virtual cooperative learning. These included Unclear

deliberation, a Slow Internet Connection, Easy Access, Health Problems, Unable to

Concentrate, and Difficulty Connecting with Co- Members.

Among the students who have participated in virtual cooperative learning’s coping mechanism

are the Power of Prayer, Family as Comforter and Motivation, Friends as Companion, Hobbies,

and Move Forward.

Finally, their insights into their struggle to Virtual Cooperative Learning are as follows: Be

Positive, Work Independently, and Take a Break.

Experiences Encountered by Students in Executing Virtual Cooperative Learning

As a result of the in-depth interview and focus group discussion conducted by the researchers, it

is clear that our study has many themes. The basic themes developed by the researchers as a

result of the research questions are mentioned below.

Unclear Deliberation

Students need to be challenged to stimulate their learning. Applying challenge in practice

however is not straightforward. Challenging students may conflict with other teacher

responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers

encounter when challenging students as well as the considerations accompanying their actual

choices for action when coping with these dilemmas. Based on interviews with teachers, first, a

dilemma analysis instrument was developed. Seven main categories of dilemmas were found.

One of the main dilemmas encompassed maximizing challenge versus keeping all students on

board. University students differ in their ability, confronting teachers with the feeling that

choosing to serve one group could be detrimental to the learning of others. The diversity of
choices and considerations brought forward by the teachers indicates that it matters who the

teacher is, and what he or she stands for and is able to do (Ralph, 2017).

Slow Internet Connection

Varied accessibility to broadband internet has compromised the quality of education for

University students, as most classes are online and rely on high speed internet for synchronous

remote learning — just 27 percent of classes have an in-person component.

Over the years, the internet has been a very important instrument for facilitating academic

activities in tertiary institutions in Nigeria. The information and communication technology

revolution is sweeping through the world and the gale has even caught up with developing

countries like Nigeria. There has been a tremendous growth in the use of the Internet and the

World Wide Web for finding and sharing information. The Internet originated from government

and academia and spread to business and industry (Shelley, 2016). According to Agil, and

Ahmad (2018) the internet is the transport vehicle for the information stored in files or

documents on a computer. It carries together various information and services, such as electronic

mail, online chat, file transfer, the interlinked Web pages and other documents of the World

Wide Web. In today world, the Internet plays a vital role in the teaching, research and learning

process in academic institutions. Thus, the advent of the Internet has heralded the emergence of a

new form of knowledge production and distribution – the soft form. This new form of

information resources has, as its greatest advantage, a virtually unlimited wealth of information

resources which is widely readily available and accessible to hundreds of millions of people

simultaneously in many parts of the world (Kumar & Kaur 2017). The Internet is a powerful and
efficient tool for searching, retrieving, and disseminating information, with a significant impact

on students and scholar’s world wide. The Internet can be consulted and like a reference

resource, it is broader and highly dynamic. It also provides a means of scholarly communication

( Brunning, Schraw, Norby &Ronning, 2019).

The Internet has liberated scholarship from the academic, social, legal, political, economic and

geographical constraints associated with traditional print media (Kuma & Kaur 2016). This

liberation has had a major effect on scholar’s research capacity and productivity. It has also aided

scholars, who want to stay at the forefront of research and keep up to date with developments in

his or her research fields by utilizing the Internet (Kumar & Kaur 2018).

Easy Access

When the coronavirus closed down schools and required distance learning for the rest of the

school year, things seemed complicated. Suddenly, parents, students and teachers alike were

forced to learn a new way of schooling. Yet despite the initial discomfort, the benefits of distance

learning go far beyond protection from the virus. 

Although students may miss extracurricular activities and social relationships from school, many

have reported feeling less stressed while schooling from home. Students can study where they

feel most comfortable and can videoconference to their classes at the click of a button. While

schooling at home, it is also easier to complete other hobbies and housework that otherwise

would have been placed on the back burner. By being at home, many students are able to get

things done in a safe and relaxing environment. 

Having an online class at home makes it convenient, online learning are easy and convenient.

Your child can go from lunch or playtime straight to online tutoring. There’s no need to change
clothes, pack a lunch, or drive to school. The classroom is in your house! It is also flexible, the

advantages of online learning can happen anywhere your child wants! Your child can connect

with online tutors, teachers, and classmates from any room in the house! You can even learn

online with people across the country from the comfort of your couch. It would be also less

stressful for students because your child is probably more comfortable at home than anywhere

else, so naturally this is an empowering and relaxed environment for them to engage in online

tutoring. Plus, they’ll feel safer at home too! ( Oxyale, 2020)

Health Problems

Increasing eyesight problems with frequent headaches are attributed to prolonged screen time. In

addition, increasing anxiety and depression due to home confinement along with sleep disorders

are also on the rise. Children attending online classes at home are not bound to have classroom

professionalism. Hence, their physical health is deteriorating too in many aspects.

Unlike classrooms, the children are not bound to follow good ergonomics at home. Taking online

classes on bed and sofas are one of the commonest reasons that we can attribute to recent rise on

back pains or fibromyalgic pains. Obesity in children is on the rise either due to lack of outdoor

physical activities or due to binge eating and easy availability of junk food at home. Children are losing

their muscle mass and adding fat which is going to affect their growth. Research has shown that the more

physically active a child is during the growing period the better is their physical and mental health for the

next 3-4 decades of life. Physical activities play a large role in Calcium and Vitamin D levels of the body.
Deficiencies are on the rise in recent times in children and their reasons are very obvious. (Naranaya,

2020)

Apart from lack of physical activity, lack of sunlight exposure and poor diet also contributes to Calcium

and Vitamin D deficiencies. Muscle cramps, spasms and strains/tears are common with trivial injuries /

bad postures when a child is having severe deficiencies. Increasing number of injuries in children in

recent times is either due to trivial injuries or due to over-enthusiasm and desperation of being isolated at

home. Every child wants to get outdoors and their fitness is significantly poor due to the lockdown.

(Naranaya, 2020)

Unable to Concentrate

Online learning can be affordable and convenient. It allows people in rural areas and those with full-

time work or family responsibilities to earn a degree. Some programs even let out-of-state learners pay

in-state rates. However, without the structure of a traditional classroom, online learning can also be

challenging and incite distractions. Top distractions for students include social media, texting,

television, and family, which can pull one’s attention away from the task at hand and diminish

productivity. It is important for all students to maintain a healthy school-life balance so their

responsibilities aren’t neglected, but online students in particular need to create structure to ensure they

stay on track to achieve their academic goals. (DeCandia, 2021)

Common distractions for college students include technology, work, and family. As an online student,

your classroom is often your home, and these distractions may seem nearly impossible to avoid. Social

media and texts ping you with notifications, and the temptation to respond can pull at your attention.

Even family members can represent distractions by talking to you, innocently asking questions. It can

be hard to say no to loved ones, but it is important to establish boundaries and make sure everyone
understands which disruptions are acceptable and which should wait until your study time is complete.

( DeCandia, 2021)

Difficulty Connecting with Co-members

The review of literature revealed a number problems and issues related to virtual teamwork in

distance education. For example, Shin (2017) states that either limited or no face-to-face

interaction, make it difficult for team members to receive guidance or instructions from

supervisors or team leaders. Moreover, it gives fewer opportunities to clarity role assignments.

Therefore, virtual team members are more likely to get into ambiguity. Another problem may be

generated by culture difference. People from different cultures and different backgrounds vary in

terms of their communication styles. They also differ in personality, which may cause

communication conflicts in virtual teamwork. Hofstede (2019) maintains that people from

individualistic cultures emphasize on the need, values and goals of the individual than those of

the group. Virtual teamwork implies that people from different background work together and

they might have different perspectives to solve the problems, so how do team members get a

consensus? Alpay (2016) demonstrates that if team members fail to at least negotiate some

common ground, their problem-solving process will close down. (Zhigang Li, 2019)

Another problem addressed by Jansen,Van Laeken & Slot (2003) is that virtual team members

tend to concentrate on project work and neglect their learning tasks. He stated that learners pay

more attention on how to finish their assignment and neglect tasks such as reflecting on process

feedback from others. (Jinxia He, 2019)

Coping Mechanisms of Students who executes Virtual Cooperative Learning

Power of Prayer

Prayer is one of the most powerful weapons God has given us, and as we approach 2021, I

believe it is more important than ever for God's people to be on our knees. However, knowing

how to pray is not always simple. Jesus’ disciples felt the same confusion. They were familiar

with the oft-repeated prayers of the Torah. But Jesus prayed with a kind of authority and power

they had never seen before — as though God was listening! So when they came to Jesus, as told

in Matthew 6, they didn’t say, “Teach us another prayer.” They said, “Lord, teach us to

pray.”The Lord’s Prayer (Matthew 6:9–13) is Christ’s response. It is a beautiful prayer and one

that every Christian should hide in their heart — I challenged my granddaughter to memorize it.

But elegant as the words are, I do not believe Jesus intended it to become another ritualistic

prayer. Rather, it was to be an example of how to pray (Dunker,2020).

God delights in answering prayer, and Scripture teaches that seeing answered prayer in our own

lives is a simple thing. The classic writings of Charles Spurgeon address the fears and questions

that arise as we learn to pray. His tried-and-true teachings will pave the way for you to encounter

true faith and the power of answered prayer. Spurgeon discusses God's promise to hear our

prayers, the humility of pleading prayer, and our position before God's throne of grace. Every

believer can, and should, have a life marked by answered prayer. Charles Spurgeon will lead you

to the place where life begins—a place of true communion with God (Spurgeon, 2017).

Family as Comforter and Motivation

Family engagement is at the top of the list of factors that influence student outcomes.

Partnerships between schools and families can help students improve their grades, attendance,

perseverance, and motivation. According to research, this is true regardless of a family's race or

income. Although some families proactively engage in their child’s education, research shows

that teachers can initiate and encourage engagement from all families with positive results.

Involving families of students who learn and think differently is especially important. Schools

are required by federal law to seek input from a parent or guardian in the development of a

student’s Individualized Education Program (IEP). Schools must also provide families with

updates on their child’s progress toward their IEP goals. In addition to these mandates, it has

been shown that meaningful interactions between teachers and families of students who learn

and think differently can build trust, inform instruction, and improve student outcomes

(Kaufman, 2020).

Scholars generally agree that family socioeconomic status significantly influences student

engagement and motivation in school learning. Yet, teachers are key adults who play an equally

important role in determining student experiences through daily interactions in the classroom.

This study asks how family and teachers together shape student motivation to learn. Using data

from the China Education Panel Survey (CEPS), we examine the roles of teachers vis-a-vis

parents in fostering students’ motivation to learn Math, Chinese, and English subjects. We find

that both family background and student-teacher interactions are related to students’ learning

motivation. However, student-teacher interactions fully mediate the association of family

background and student motivation to learn Math and Chinese, whereas student interest in
learning English remains independently related to family background (Liu, 2019).

Friends as Companion

Part of being a solid friend is making sure we carve out time to listen to our friends’ stories and

experiences. It goes without saying that being there for a friend when they share something

exciting, challenging, or deeply personal can bring us closer together and help our friends feel

supported and valued. But part of being human is that our minds tend to wander, which can

obviously make it difficult to take in what a friend is sharing and respond in a way that is

understanding, supportive, and empathic. There’s a also big difference between listening and

making sure a friend actually feels heard. That’s why taking the time to think about the things we

can do to be more present and engaged in our conversations with friends can make all the

difference (Kirmayer, 2017).

Friendship actually doesn’t fit into any definition. It’s a relationship that cannot be described

with words. Friends are those who make you feel good about yourself, who will laugh at the

most embarrassing moment of your life to make you feel lighter. They are the ones who will be

there for you during happiness and at times when you need them most. When the world turns

back at you they will be there right by your side. The importance of friendship in our life is

beyond any description. The basic foundation of every relationship is friendship. Whether it’s a

relationship with your spouse, children, coworker, or your neighbor, the friendship will form the

base of the relationship. Without friends, life would be dull and meaningless (Importance, 2019).

Hobbies
Having an enjoyable hobby brings us joy and enriches our lives. It provides us with something

enjoyable to do in our spare time while also providing us with the opportunity to learn new skills.

We are extremely fortunate to have so many options available to us today. In fact, entire websites

are devoted to hobbies and interests.The best way to cultivate a new hobby is to try something

new. The world is full of wonderful, exciting activities that we can explore and adopt as our own.

Of course, all of us are unique and, therefore, our interests and hobbies vary. But once we find a

hobby that we truly enjoy and are passionate about, we become hooked. It becomes part of our

lives and captivates us in a very personal way (Naidu, 2021).

For many of us, devoting time and energy to a hobby appears to be just one more thing we don't

have time to do. Work, school, family, religious, and community responsibilities can be

overwhelming, leaving little time for us to do the things we enjoy. Although, a quick Google

search reveals countless articles and blogs explaining the personal and professional benefits of

engaging in a hobby.Hobbies take us out of our everyday experience and give us a chance to do

something we love and are passionate about. Engaging in a hobby can be a mental escape, help

us hone a skill, or just provide an opportunity to socialize with others. Hobbies are a great way to

disconnect from work and break away from the monotony of daily schedules. Also, even though

it may seem daunting to add one more thing to your to-do list, having a hobby has been shown to

be a stress reliever (Kettering, 2019).

Move Forward

When faced with adversity, there is only one thing you can do: move forward. Don't let life's

difficulties break you. Don't let these adversities prevent you from pursuing your dreams. When
life pushes you to the ground, force yourself back up again. Keep fighting the hardship and make

one tiny little step after another. Moving forward during times of hardship is incredibly difficult

and challenging. But after some time, you’ll notice that by taking one step after another, you’ve

eventually overcome the struggle. Moving forward in life helps you to avoid stagnation. It allows

you to maintain your pace, without being lured away by the various temptations of life.

Similarly, the willingness to move on helps you to explore new opportunities where other people

see only problems. By doing so, moving forward helps you to stop complaining about the

struggle and makes you actively do something about it (Mueller, 2020).

The past can motivate us to make changes or establish new boundaries. It contains both the good

and the bad. As a result, we learn, grow, and face new challenges. The past gives us the tools we

need to live more successful and productive lives, but only if we let it. Looking ahead propels

you into the next phase of your life. We expand and shine our light further and further into the

world. We can continue to walk the same path that led us to the present, or we can choose to

embrace the unknown. We can look forward to the adventure that is life.Encourage yourself to

accept what was and look towards what will be, take control of your thoughts, and challenge

yourself to learn and grow more and more everyday. Keep moving forward (Scannell, 2016).

Insights of the Students who executes Virtual Cooperative Learning in Online Classes

Be Positive
Positive thinking does not imply burying your head in the sand and ignoring life's less pleasant

situations. Positive thinking simply means approaching unpleasantness in a more positive and

productive manner. You expect the best, not the worst to happen. Positive thinking often starts

with self-talk. Self-talk is the endless stream of unspoken thoughts that run through your head.

These automatic thoughts can be positive or negative. Some of your self-talk comes from logic

and reason. Other self-talk may arise from misconceptions that you create because of lack of

information. If the thoughts that run through your head are mostly negative, your outlook on life

is more likely pessimistic. If your thoughts are mostly positive, you're likely an optimist —

someone who practices positive thinking (Positive, 2020).

It may come as no surprise that positive thinking can play a significant role in resilience. When

confronted with a problem, optimists typically consider what they can do to solve it. Instead of

giving up hope, they gather their resources and are willing to seek assistance from others.

Researchers have also found that in the wake of a crisis, such as a terrorist attack or natural

disaster, positive thoughts and emotions encourage thriving and provide a sort of buffer against

depression among resilient people.Fortunately, experts also believe that such positivism and

resilience can be cultivated. By nurturing positive emotions, even in the face of terrible events,

people can reap both short-term and long-term rewards, including managing stress levels,

lessening depression, and building coping skills that will serve them well in the future (Cherry,

2020).

Work Independently
One reason for assigning students to work independently on a task is to allow them to prepare

their personal ideas, points of view, or arguments in response to a problem or piece of stimulus

material. It makes sense to do this kind of preparation before the session, but there may be times

during a seminar when it is beneficial to give students the opportunity to work alone. If students

are given time to prepare an answer rather than being obliged to provide immediate responses,

they are more likely to produce a considered response and likely to benefit from the time spent

working out an appropriate answer. A second reason for asking students to work on their own is

to provide an opportunity for the seminar leader to talk with individuals to gauge and respond to

students’ understanding (Choosing, 2021).

External factors involve the creation of a strong relationship between teachers and students and

the establishment of an ‘enabling environment’ in which ICT can be an important element.

Internal factors are the skills that individual students have to acquire. These include cognitive

skills such as focusing of memory and attention and problem-solving, metacognitive skills

associated with an understanding of how learning occurs, and affective skills related to feelings

and emotions.The benefits of independent learning for students: improved academic

performance; increased motivation and confidence; greater student awareness of their limitations

and their ability to manage them; enabling teachers to provide differentiated tasks for students;

and fostering social inclusion by countering alienation (Benefits, 2019).

Take a Break
Many studies have found that pausing for a moment to relax and reboot is essential for achieving

productivity, success, and a positive outlook on the future. This is especially true for students

who spend hours huddled in front of a computer. While many believe cram sessions and all-night

study groups will ultimately help them earn their college degree, the fact is that not taking

regular breaks can lead to a significant decrease in academic performance and, in some cases,

serious health concerns like anxiety, insomnia, and depression (Writers, 2021).

Students are easily distracted, but taking short breaks on a regular basis can help them focus,

increase productivity, and reduce stress. Regular breaks during the school day, from short brain

breaks in the classroom to the longer recess break, are more than just downtime for students.

Such breaks boost their productivity while also allowing them to develop their creativity and

social skills (Terada, 2018).

Implication for Educational Practice

Unclear deliberation, a Slow Internet Connection, Easy Access, Missing in Action,

Health Issues, Unable to Concentrate, and Difficulty Connecting with Co- Members are some of

the trends that emerged from the experiences of struggling students in implementing virtual

cooperative learning. All of these connected themes indicate that the struggling cooperative

learning students have encountered a common academic phenomenon in their academic

perspective.
Based on the findings of this report, the researchers would like to call attention to the following

individuals for their efforts to properly address this issue: For the students, they will know that

their challenges are close to those of students who struggle with simulated cooperative learning

on occasion. They'll understand that we all have different issues that we deal with on a daily

basis, and that in order for it to be depleted, they'll need to understand the importance of growth.

Issues with virtual cooperation are more than just problems. Problems are problems, and they

must be overcome in order to form a viable solution. They must learn to value the time they

spend cooperating with their teachers especially with their classmates. They will also keep in

mind that they will persevere in cooperating with their  mates in any situation in their lives in

order to progress and be positive in their lives by engaging with and keeping up with them. Also,

this study proves the unclear deliberation, having slow internet connection, easy access, health problems,

unable to concentrate, Difficulty Connecting with Co- Members, Power of Prayer, Family as

Comforter and Motivation, Friends as Companion, Hobbies, Move Forward, Be Positive, Work

Independently, and Take a Break as a part of their growth of being a student in executing virtual

cooperative learning and for their academic performance.

Recommendations for Future Research

This phenomenological research focuses solely on the perspectives, coping strategies, and

observations of the six participants who participated in an in-depth interview and five
participants who participated in a concentrated group discussion. This could be applied to all

students who participate in virtual cooperative learning in other locations; further investigation

and exploration could be conducted in a different environment but with similar goals, in order to

differentiate their perspectives and perceptions in executing and participating in virtual

cooperative learning.

Students who would use virtual cooperative learning as a teaching and learning strategy should

discover and discern the benefits and drawbacks of using virtual cooperative learning as a

teaching and learning strategy, according to the researchers, as well as how it could impact,

influence, and encourage virtual cooperative learning as a teaching and learning strategy in

society, especially in our situation today which is the pandemic. The researchers would also like

to suggest potential causes or triggers that may aid some virtual cooperative learning students in

identifying certain solutions or coping mechanisms.

Furthermore, the researchers would like to advise students to find a method of cooperating that

will enable them to complete their tasks or projects properly and cooperatively in the eyes of all

members or students. Successful virtual collaboration is genuinely manifested in this manner,

and it is a beneficial act for both teachers and students.

Concluding Remarks

This phenomenological research aims to open the minds of students who are having difficulty

cooperating with their peers, students who are suffering from health issues, teachers who are in

charge of grouping and assigning assignments, and aspiring students to the various experiences
of struggling students in virtual cooperative learning, as well as their coping strategies and

perspectives.

This study would also serve as a reminder that the difficulties students face in cooperating with

their peers are similar to learning obstacles or issues that students face in general. Also, since we

all have different levels of tolerance and coping mechanisms for stress and pressure, you can

only depend on yourself. To maintain academic peace, it is necessary to avoid criticizing,

belittling, and judging such students based on their own problems. Being a student is daunting,

but one must do something about it in order to be able to cover up those difficulties with built

tangible or intangible solutions. There is a future ahead of them, waiting to be reached in that

process, behind every difficulty. As a result, his or her use of bravery, determination, and loyalty

will indicate that he or she is attempting to be one of the successors in the near future.

Aside from the pupils, the teacher must be praised for the students' development and dedication

in both academics and real life. Teachers can use a variety of teaching methods, but their

objectivity, which is to educate students, remains the same. Despite the fact that their journey has

been difficult, they nevertheless deserve to be treated with compassion and respect. Also,

becoming a teacher is not easy; it takes a large number of students to mold them into better

people. A teacher has many roles as a result of this, and it is exhausting for them to shape and

grow every single individual within the academe world through cooperative learning or virtual

cooperative learning, especially in the current situation. They may be diverse, but as a role
models for students, they have done their utmost to encourage students to work together. As a

result, teachers are the most critical factor in the learning process because they are the ones who

disseminate information and practices to students.

The authors of this article have seen firsthand the difficulties and obstacles that struggling

students encounter while using simulated cooperative learning as a teaching method. The

information and lessons they shared with us during the in-depth interview and focus group

discussion made us realize that there is a newfound grace of solutions waiting to be discovered

inside every challenge and experience. Within the realm in which we live, one's struggle is

unavoidable. Every challenge has a positive result, which applies to both academia and real life.

We've also learned how teachers are an important part of the academic world because they carry

and disseminate information and implant it in our minds so that we can cultivate and use it in the

future, as well as how students are dedicated to academics, particularly when it comes to

executing cooperative learning even in virtual environments. Through doing so, they hope to

fully develop us so that we can be the society's future successors by assisting and cooperating

with one another if we have a mission or job to complete.

Most importantly, the goals of the in-depth interview and focus group discussion were

confidently discussed and disclosed during the in-depth interview and focus group discussion on

how the students have faced their challenges and resolved their problems in cooperating with

their classmates in virtual. To highlight, while the idea of virtual cooperative learning has been
considered incomplete, many people believe it is very important and purposeful because

collaboration with classmates in education is one of the foundations of our lives.