Collaborative Learning and Learners’ Academic Performance

Abstract

Learning and socializing are fostered via collaborative learning. The study determined the level of learners' collaborative learning and learners’ academic performance in elementary schools of Laguindingan District, Division of Misamis Oriental, for School Year 2023 – 2024 in terms of positive interdependence, promotive interaction, and individual accountability. The learners’ level of academic performance and its relationship to collaborative learning. The descriptive method with content analysis using probability sampling was used as the research design with two hundred two (202) Grade - VI public elementary school learners. The data employed were collected through an adapted and modified survey questionnaire by Youngren (2021) and Delfino (2019). To analyze the gathered data statistically, the mean, standard deviation, and Pearson Correlational Coefficient (r) were employed. The results indicated the highest in collaborative learning in terms of promotive interaction, while individual accountability as the lowest. There was a significant relationship between collaborative learning and learners’ academic performance. It is recommended that teachers should continuously encourage the learners to promote positive attitudes, motivation, and a sense of shared purpose. Further, teachers need to improve strategies, evaluate group dynamics, collect feedback from collaborative activities, and make necessary adjustments.