Cooperative Learning Strategies and Students’ Well-being

Abstract

Cooperative learning is an instructional method which enables students to actively participate and work together in a collaborative manner. This study examined the extent to which students participate in cooperative learning and assessed their level of welfare. Furthermore, it examined the relationship between the degree of students' collaborative learning and their level of overall welfare. The study employed a descriptive-correlational and causal research approach. The study employed a researcher-developed questionnaire and utilized stratified random sampling with Slovin's Formula. The survey was done to 294 pupils from East II District, Division of Cagayan de Oro City. The study employed descriptive statistics such as Mean and Standard Deviation, the Pearson Product Moment Correlation Coefficient to determine significant relationships, and multiple linear regression for finding which cooperative learning strategies singly or in combination influence/s the students’ well-being. Results reveal that students most of the time participate in cooperative learning strategies especially in peer support. Their overall well-being is most of the time moderate. Cooperative learning strategies have moderately positive correlation with the students’ overall well-being especially the peer support. Thus, cooperative learning strategies can be enhanced, implemented and integrated during teaching-learning delivery to holistically develop the overall students’ well-being.