Introduction

Araling Panlipunan is one of the core subject in the basic education curriculum.

This is a discipline with wide spectrum that needs multiple methods and techniques in

order to meet learner’s need in a classroom setting. Teachers of Araling Panlipunan

subject should encourage students to actively involve and participate in the learning

process to achieve multiple level of knowledge, skills, behaviours, social and personal

development (Castro, 2020).

However, students often assume Araling Panlipunan as dull, boring and

uninteresting subject. They found it irrelevant and insignificant in their everyday lives.

Duenas (2019), states that learners seemed not motivated in learning towards the subject

which results in low academic performance. In addition, Most of the educators neglect

using various instructional methods and materials in the learning process that’s why

students’ critical thinking skills are not enhance and develop which are important for

students to be aware of the world they live in, to be critical in decision making and to be

active in social issues (Castro, 2020).

With these problems, educators and researchers call to find new approaches which

encourage students to actively participate in the teaching and learning process. Similarly,

in the implementation of the K-12 curriculum, Araling Panlipunan teachers were

challenged to promote student-centered learning through the use of various methods and

techniques that will enhance and develop students’ critical thinking skills and encourage

students participation in the learning process. New teaching strategies and techniques in
the 21st century is vital for students’ learning that's why teachers need to integrate

different methods to achieve a student-centered learning wherein students are able to

learn on their own or through collaboration with other people.

One of the teaching methods used in Araling Panlipunan recently is Collaborative

learning which promotes collaboration among students. Kolber (2022) states that

collaborative learning approach is one of these teaching strategies that promotes student

centered approach in learning as well as encourages learner’s interaction inside the

classroom. Collaborative Learning consists of two or more individuals solving problems

through collaboration and sharing of ideas to be able to provide particular solution

(Crook, 2022). According to Evans (2020) collaborative learning is one of the student

centered method where a number of students are working and communicating together in

solving problem-based tasks which require their learning experiences and decision

making skills inside the classroom. Contrary to the traditional learning, collaborative

learning highlights student involvement in learning process where they can share new

ideas, knowledge and experiences (Kolberg, 2022).

Students’ welfare is the primary priority of every educators and to ensure that

they will perform well on their academics. By guiding each learner, there is a high

probability that they will be able to come up with all the performances that may

encounter that is why teachers need to provide teaching method like collaborative

learning to ensure that academic performance of every student has progress and

development. According to the Center for Teaching Innovation (2022), collaborative

learning develops the learners higher order thinking skills (HOTS) as it promotes

classroom engagement, peer-to-peer interaction and deeper understanding of diverse

viewpoints in learning. Kimura (2020), states that collaborative learning and group-

centered experience will help the learners to enhance their academic performances and

further hone their social skills compared to the formerly teacher – centered approach or

traditional learning. A large numbers of studies were conducted on the effects of

collaborative learning on students’ academic performance. One of which is the finding of

Hurst et al. (2013), which indicates that collaborative learning has a positive impact on

students’ academic achievement and social skills.

However, despite the positive impact of collaborative learning, the ability of

every students to collaborate with other people may encountered. Group conflict is the

fundamental difficulty in collaborative learning when students are not good in working

with other people. According to CPS Manufacturing Co (2020), group work can

sometimes take longer than individual learning due to learners’ capabilities. Every

students have their own pace in learning and they learn in different speeds which is

complicated for the other members of the groups who learn quickly. Shea (2018) states

that many students preferred to work alone than work with groups due to members who

are lack of responsibility doing their task, students who refuse to agree on the decision

made in the group meetings. In addition, groups composed students who undertake most

of the task and neglect other point of views from other members of the group.

The aim of this study is to identify the effects of collaborative learning towards

students’ academic performance. Moreover, this research determines the relationship of

collaborative learning as teaching methods on the students’ academic performance in the

learning process within the classroom

 This research wanted to provide additional information about collaborative

learning and its effects on students’ academic performance. Furthermore, this research

will help teachers to encourage using collaborative learning as a teaching method in their

teaching instructions.

Statement of the Problem

The aim of the study was to evaluate the Impact of Collaborative Learning

towards Student's Performance on Araling Panlipunan Subject. Specifically, this study

sought to answer the following questions:

1. How may Collaborative Learning be described in terms of:

A. Think-Pair-Share

B. Small Group Discussion

C. Peer Mentoring

2. What is the level of students' academic performance in Araling Panlipunan from the

control and experimental group using their pretest scores?

3. What is the level of students' academic performance of in Araling Panlipunan from the

control group and experimental group using their posttest scores

4. Does collaborative learning affect students' academic performance?

5. What implication may be drawn from the study?

Hypothesis of the Study

There is no significant relationship between collaborative learning in the student’s

academic performance of Section A and B of Grade 9 in Prenza National High School.

Significance of the Study

This study is beneficial and has significance to the following individuals:

Student. The research findings will help the students to understand the purpose of

Collaborative learning and to show good various results in the Academic Performance of

the learners.

Teachers. This study will help the teachers in using collaborative learning as their

teaching strategy in Araling Panlipunan.

Scope and Delimitation

The study covers the Impact of Collaborative Learning using Pretest-Posttest to assess the

Student’s Academic Performance of Grade 9 Section A and B from Prenza National High

School. The respondent of this study is composed of 100 students of two sections in

Grade 9 from Prenza National High School of academic year 2021-2022.

 Literature Review

Collaborative Learning.

Teaching and learning in the modern classroom is no longer an act of direct

instructions. The teaching and learning process has become a multi-disciplinary act to

develop interaction, critical thinking skills and collaboration among students (Kumar,

2017). Given these changes in curriculum, the need to collaborate to create meaningful

learning has gained momentum in this 21st century. Shifting from teacher-centered

approach to student-centered approaches has become the focused in education whereas

learners are no more passive in learning but an active individuals in the classroom who

construct and discover knowledge (Kumar, 2017).

Think-Pair-Share

Rahayu and Suningsih, (2018) stated that Think-Pair-Share is a collaborative

learning strategy that give students the opportunity to work and collaborate with others in

solving problems or situations given by teachers. This technique has three steps which are

T (think individually), P (Pair with seatmates or peers), S (Share with the other groups or

whole class).

Think (Think Individually), In this stage, the teacher asked a question or give a

problem and the students are allowed to think individually of answering the given

problem.

Pair (Pair with seatmates or peers) in the second stage, the teacher give the

students a chance to pair up with their seatmates or with peers to discuss what they have
thought about the problem. By discussing both answers, students can get additional

information with one another which help them come up with the best answer to the

question or problem.

Share (Share with other group or in whole class), In the last stage, teachers allow

students to share their ideas with other groups or in the whole class. This stage helps all

groups understand the answer to the given question once each group started to report their

answers. In addition, the students will clearly understand the concept when the teachers

gives reinforcement after the activity.

Small Group Discussion

According to Johnson et. al, (2014) Small Group Discussion is a technique that give

students a chance to discover, explore, investigate and actively participate in a discussion

to come up with a conclusion or result. This method enhance critical thinking skills while

the members of the group are discussing and sharing their ideas and knowledge. This can

be used by instructors to ensure that all students are involved and actively engage in the

learning. In addition, it promotes interaction and collaboration among students, and

increase self-esteem that leads to higher individual achievement and development.

Chhikara et. al., (2020) enumerates the process on how small group discussion

works in the classroom:

Preparing to use small group discussion

a. Students are assigned for pre-reading about the content to be

discussed
 b. Create a comfortable environment

c. Provide questions that encourage collaboration among students

d. Ensure the alignment of the activity with the goals and learning

e. Consider group size and composition.

During Small Group Discussion

a. Monitor discussions by circulating in with the groups

b. Facilatate, guide and assist

c. Provide clarification and feedback.

After Small Group Discussion

a. Allow time for each group to report their accomplished task

b. Summarized main points and ideas and include in the closure of lecture.

Peer Mentoring

According to Topping (2018), peer tutoring is an instructional strategy that allow

students to work in partnerships which composed of both high and low achieving

students. In this method, high achieving peers tutors the low achieving students in solving

problems.

Rahmasari, (2017) asserted that peer tutoring is a method where learners work in

pairs to help one another in finding solutions to a problem or task. It is a type of strategy

in which learners are taught by their peers. In this method, one is the tutor and the other is

tutee. In addition, teachers switch roles of students to give tutors the opportunity to be a
tutee and vice versa. With these, collaboration and sharing of ideas are high which helps

both students have better understanding of the concept and ideas.

Rahmasari (2017) also asserted that peer mentoring is an effective tool to enhance

students' academic performance. Furthermore, peer monitoring have many benefits to

students including: First, students are allowed to respond by sharing their ideas and by

asking questions to their peers. Second, students recwive feedbacks which are very

helpful for them to correct mistakes and discover the correct answers. Lastly, students are

involved in active learning because thay are not just listening but have the chance to ask

questions or share ideas with their partners.

Academic Performance

Students’ Academic Performance is a key feature in education. It determines the

progress or failure of students, teachers or academic institution (Narad and Abdullah,

2016). In addition, academic performance is the knowledge acquired by students through

different instructions and activities and later on assessed by teachers through several

assessments.

Factors affecting Academic Performance

Factors contributing to improvement in academic performance students

have been discovered through several studies and research made by educators and

researchers. Ali et al. (2013) found several factors which influence the improvement in

students’ academic performance. This factor includes daily study hours, social economic

status, and parents. Similarly, Narad and Abdullah (2016) also found parents’ economic
status, their academic background and encouragement as factors that affect academic

performance. Signh et al. (2016) asserted that proper guidance from parents, teachers and

the learning strategies and facilities have also been factors influencing academic

performance. Therefore, the findings from previous studies is a combination of home,

school, teachers as well as environmental, personal, social, psychological and economical

factors which gives significant contribution to academic performance of students.

Teachers and Teaching Methods as factors affecting Academic Performance

Teachers are important figure in the teaching and learning process and

their purpose is to bring out significant change and development in the students (Bala et.

al, 2020). Teachers are one of the factors affecting academic performance of their

students including their teaching strategies, methods and styles used in the teaching

learning process. Musili (2015), states that teacher experience, professional training and

teaching methods and strategies have significant impact on students’ performance.

Ganyaupfu (2013) added that teachers’ integration of student centered method of

teaching bring positive effect on academic performance. It is because he believed that

student centered approach is more effective than teacher- centered approach learning. In

addition to that, Brindley (2015) emphasizes that student- centered approaches embrace

the concept of discovery learning that encourage students to learn new things on their

own or with their peers. Furthermore, Bala et. al (2020), found in their studies that

teaching methods have a great impact on students’ academic performance and the

student- centered approach is highly recommended in improving academic performance

of students.

Academic Performance in Araling Panlipunan subjects

 Araling Panlipunan have been tagged as a boring and uninteresting subject

that is why Duenas (2019) states that students are not motivated in learning the subject

which results to low academic performance of the students. Araling panlipunan generally

rellies on passive learning which led to educational organizations to call for a new

approach where teachers allow students to engage in active learning through activities

that enhance their critical thinking skills, decision making and problem solving skills

(Cuenca et al. 2018). Likewise, Araling Panlipunan Curriculum Guide proposed that

learning instruction in Araling Panlipunan subjects are with accordance of experiential

and relevant learning hypothesis. On the other hand, Campo and Delgado (2014) focused

the significance of social references which is by Wu (2012) that pushed the significance

of social pedagogy. Thus, when teaching Araling Panlipunan subject, it should be

associated with relevant teaching methods and learning activities that all learners can

relate which are not far from current events and are close to the interest of each grade

level. (Lucero, 2021). The learning settings will be more meaningful and interested when

each collaboration in the Araling Panlipunan subject is shared. Some of the learning

strategies are role playing, Think-Pair-Share, visualization, and there are Interactions and

many other significant Instructional learning materials that are above all student-centered

will always happen because the more the learners can relate and the more the students

will act, the more likely the learning and information will be retained in their long-term

memory (Joe, 2021).

Impact of Collaborative Learning on Students' Academic Performance

 Collaborative Learning can affect the student's academic perfomance in various

ways. Joining up with a small group together will create a broad scope of a creative idea.

Working and learning with others will made the peers to dig deeper into their ideas and

their minds become more enhance when it comes to creative thinking. (Gates, 2018).

Ghaviferk (2020) states that collaborative learning encourage students to be more

active in teaching and learning process. It motivates learners to share their ideas,

knowledge and experiences with their peers. It allows learners to collaborate with others

which improve their social skills including interaction, communication amd leadership

skills. Gates (2018) asserted that collaborative learning helps students develop higher

order thinking skills (HOTS) as well as increase students' self- esteem and self-

assurance. It also enhances social and interpersonal skills. Furthermore, students learn

how to collaborate with different types of learners.

Numerous studies have demonstrated the significant benefits of collaborative

learning for raising students' academic performance. According to research conducted by

Nasution and Surya (2017), students' learning outcomes were improved when Think-Pair-

Share (TPS) were used as a teaching model in the learning process. (Acuin, et. al. 2018)

& Marimon Jr., (2019) states that collaborative learning found as an effective learning

tool in enhancing the computational skills and positively influenced students'

achievement in Mathematics . Prasto (2017), asserted that collaborative learning helps

improve students communicative competence. In addition, Peer Mentoring, wherein

students were collaborating and contributing to the task in the classroom, can solve

problems quickly, to the problems that they can't solve individually (Chen, 2018).
 Furthermore, Okwelle (2018) states that collaborative learning cultivates positive

interdependence among students. Students who are participating in collaborative

learning do not only learn the materials themselves, but they also ensure that their team

members learn the materials too. Collaborative learning therefore, is student-centered –

instructional method of promoting active student engagement (Herrmann, 2013). Thus,

with performing of collaborative learning will have abundant likelihood to work together

as a team thereby embellishing their learning skills which will automatically improve on

their academic performance in the course. (Okwelle, 2018).

Conceptual Framework

Time

Experimental Group
(Collaborative Learnning Pretest Treatment Posttest

Control Group
(Conventional Learning Pretest -------------- Posttest

Figure 1. Control Group Pretest/Posttest Design

Conceptual Framework

The figure above establish the difference between pretest and post test scores in
experimental and control group. This quasi - experiment will examines the effect of
collaborative learning on the students' academic performance.
 Theoretical Framework

This study was influenced by Constructivism Theory, a learning theory which

emphasizes that knowledge best acquired through active construction in the mind

( Mascolo & Fischer, 2005).

Constructivism Theory

Constructivism theory emphasizes that learning means making meaning from real

life experiences (McCray, 2007). Kurt (2021), states that constructivism is based on the

idea that students are active in participating and constructing knowledge through sharing

of experiences to other students. Every students reflects and share ideas and experiences

which they incorporate in constructing new ideas, knowledge, skills and experiences.

According to Woolfolk (1993), "Learning is active work, not passive reception of

teaching." which means that students needs to be involve in the learning to discover

knowledge than acquiring information passively through teacher's discussion. This also

emphasizes the idea that students actively construct and discover knowledge and ideas on

their own. In constructivist classrooms, teachers needs to create a collaborative

environment where learners are involve and participating actively in the learning process

(Western Governor's University, 2020).

Western Governor's University (2020), enumerates the elements and principles of

constructivism:

1. Knowledge is constructed
2. Learning involves constructing meaning and systems of meaning

3. Learning is an active process

4. Learning is a social activity

5. Learning is contextual

6. Knowledge is personal

7. Learning exists in the mind

8. Motivation is the key to learning

Methodology

Research Design

This study used a quasi-experimental and consisted of a pretest -posttest control group

design. This study was designed with a pre-test and post test to measure students'

academic performance before and after treatment. The researcher choose this research

design because it measures the effect of collaborative learning in academic performance

of the Grade 9 in Prenza National High School.

Respondents

Section Number of Students

A 50
 B 50

The respondents of this study were the two (2) sections of Grade 9 in Prenza

National High School. The respondents is composed of 100 students from Sectionn A and

B of academic year 2021-2022.

Sampling Technique

The sample of the study will be divided into two groups. Section A which

compose of 50 students will be the experimental group who are subject to collaborative

learning. On the other hand, Section B will be the control group which consist of 50

students who were subject to conventional learning. In this study, systematic sampling

was employed wherein the researchers divides the two sections into two groups: the

control group and experimental group. The first section will be subject to collaborative

learning while the second section will be subject to conventional learning. The students

that serves as respondent of the study are from the two sections in Grade 9 of Prenza

national High School.

Instrumentation

The researcher used a 30-item questionnaire as the primary source of data

gathering. The questionnaire administered to students as a pretest before treatment and a

posttest after treatment to determine the effect, if any, on students' academic

performance.

Data Collection Procedure

 The researcher initially made a 30-item questionnaire to use as their instrument as

the foundation for developing the questions for this study. the researchers send a

permission letter for the approval to collect data to the students of Section A and B of

Grade 9 in Prenza National High School.

Then, the pre-test was administered to the two groups at the beginning of the

experiment. Then, post-test was given to both groups after treatment to determine the

academic performance of the students.

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