THE EFFECTS OF COOPERATIVE LEARNING ON THE PSYCHOLOGICAL WELL-BEING OF INTERMEDIATE LEARNERS

Education

This study investigated the effects of cooperative learning on the psychological well-being of intermediate learners. A quantitative method specifically the descriptive correlational design was employed through a survey questionnaire. The survey collected data on different aspects of psychological well-being, including autonomy, learning environment, relationship with others, personal growth, purpose in life and self-acceptance. The participants were 69 learners from Mahapag Elementary School. The analysis revealed that cooperative learning was described as often manifested, which had a significant effect on the psychological well-being of intermediate students. Moreover, the findings showed that peer support could significantly predict psychological well-being, while collaborative problem solving did not significantly predict psychological well-being. Moreover, the findings revealed that peer support could significantly predict psychological well-being while collaborative problem solving did not significantly predict psychological well-being. The study recommended that schools are encouraged to ensure that the psychological well-being of pupils is regularly assessed to make sure cooperative learning techniques continue to have a beneficial effect and provide sessions on open communication and establish confidence exercises to make it easier for kids to ask for help. In addition, teachers are encouraged to support organized peer coaching programs, group projects, and active discussions to promote deeper psychological connections among students and further research was recommended to extensively examine the relationship between cooperative learning and psychological well-being.

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