THE EFFECTIVENESS OF COLLABORATIVE LEARNING STRATEGIES IN ENHANCING ACADEMIC PERFORMANCE AND SOCIAL SKILLS OF GRADE 6 STUDENTS IN ENGLISH AT BAHI ELEMENTARY SCHOOL

Education

This study examined the effectiveness of collaborative learning strategies in enhancing the academic performance and social skills of Grade 6 learners at Bahi Elementary School. Using a quasi-experimental pretest–posttest control group design, 45 students were assigned to an experimental group, which received instruction using collaborative learning strategies, and a control group, which underwent traditional instruction. Collaborative strategies implemented included think-pair-share, jigsaw learning, role-playing, and structured group discussions. Results revealed substantial improvements among the experimental group, which moved from low proficiency levels in the diagnostic test to achieving a Mean Percentage Score (MPS) of 85.14% in the first-quarter examination, outperforming the control group’s 75.16%. Significant gains were also recorded across six dimensions of social skills—basic social skills, advanced social skills, emotional skills, skills related to aggression, stress management, and planning skills. These findings affirm that collaborative learning promotes both cognitive and interpersonal development among elementary learners. The study concludes that collaborative learning is a powerful pedagogical approach, particularly in rural contexts where opportunities for interactive English learning are limited. The results provide evidence for further institutional support, teacher training, and expanded implementation of collaborative strategies across basic education settings.

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