Authors : Jerome Dansalan

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/h93nbrh2

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DOI : https://doi.org/10.38124/ijisrt/25oct542

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Abstract : Collaborative learning, in which students worked together to achieve shared academic goals, had been widely acknowledged for fostering deeper understanding, active engagement, and essential life skills. This study explored the effect of collaborative learning strategies on academic achievement and overall benefits among HUMSS students in Zone 3, Zambales Division, Philippines. The study involved 259 students from different schools in Zone 3 using the descriptive research method. Stratified random sampling was employed to ensure fair representation of the population. Findings showed that students perceived collaborative learning as beneficial to their academic performance, critical thinking, communication, and teamwork. They also acknowledged its academic, social, and lifelong advantages. However, statistical analysis revealed no significant differences in these perceptions based on sex, age, or grade level. A strong positive correlation between perceived benefits and academic achievement suggested that collaborative learning effectively enhanced educational outcomes across all student groups. The study proposed a Collaborative Learning Intervention Program, which included guided peer discussions, workshop activities, and group-based exercises. These activities were designed to strengthen collaboration and engagement while promoting deeper learning and interpersonal growth. Institutional implementation of collaborative learning practices and future research on other factors affecting their efficacy are recommended by the study.

Keywords : Collaborative Learning, Academic Achievement, Critical Thinking, Communication, HUMSS Students.

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