Collaborative Learning Activities and Academic Performance of Grade 8 in Values Education

Abstract

The purpose of the study was to determine the effect of collaborative learning activities in the performance of Grade 8 Learners in values education at San Jose City National High School. The researcher developed modules with collaborative learning activities based on the learning competencies of the lesson and the needs of the learners. The individualized activities were lessened while more collaborative learning activities were added. Using the experimental design, the study monitored two comparative groups of learners for the Fourth Quarter of S.Y. 2019-2020. The participants were two homogenous sections, Grade 8 Topaz who served as the experimental group, and Grade 8 Onyx as the control group. The result showed that the two homogenous sections were identical in terms of their Pre-Test result indicating they have an equal level of competency and knowledge. This means that the two sections are appropriate as respondents or participants of the study. In the post-test, the experimental group that used the teacher-modified modules with more collaborative learning activities obtained a higher mean score compared to the control group who doesn't have the intervention. This indicates that the experimental group who received the intervention was remarkably better as compared to the group who did not use the activities. Also, it was found out that there was a significant difference between the mean scores obtained by the two groups. These findings suggest that the modules/lessons with more focus on collaborative learning activities were effective and can be a possible approach to improve the academic performance of Grade 8 learners in Values Education.