INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS

ISSN(print): 2643-9840, ISSN(online): 2643-9875

Volume 07 Issue 03 March 2024
DOI: 10.47191/ijmra/v7-i03-57, Impact Factor: 8.22
Page No. 1326-1335

Collaborative Learning and Learners’ Academic Performance

Asly Nicole P. Cagatan1, Erlinda A. Quirap2
1,2
Southern de Oro Philippines College, Cagayan de Oro City, Philippines

ABSTRACT: Learning and socializing are fostered via collaborative learning. The study determined the level of learners'
collaborative learning and learners’ academic performance in elementary schools of Laguindingan District, Division of Misamis
Oriental, for School Year 2023 – 2024 in terms of positive interdependence, promotive interaction, and individual accountability.
The learners’ level of academic performance and its relationship to collaborative learning. The descriptive method with content
analysis using probability sampling was used as the research design with two hundred two (202) Grade - VI public elementary
school learners. The data employed were collected through an adapted and modified survey questionnaire by Youngren (2021)
and Delfino (2019). To analyze the gathered data statistically, the mean, standard deviation, and Pearson Correlational Coefficient
(r) were employed. The results indicated the highest in collaborative learning in terms of promotive interaction, while individual
accountability as the lowest. There was a significant relationship between collaborative learning and learners’ academic
performance. It is recommended that teachers should continuously encourage the learners to promote positive attitudes,
motivation, and a sense of shared purpose. Further, teachers need to improve strategies, evaluate group dynamics, collect
feedback from collaborative activities, and make necessary adjustments.

KEYWORDS: Academic Performance, Collaborative Learning, Individual Accountability, Positive Interdependence

I. INTRODUCTION
A vital part of education and human growth is the interconnected processes of teaching and learning. Both are interactive
and entail the sharing of information, abilities, and knowledge between a teacher and a learner. When it comes to the teaching
and learning process, Collaborative Learning (CL) refers to a collection of teaching and learning techniques that encourage learners
to work together in small groups (Le et al., 2018). According to Ismail et al. (2018), the very essence of collaborative learning is
working together toward a shared goal. This implies that in addition to their own learning, learners are accountable for one
another's academic progress.
A collaborative group consists of two to five learners working in a group to maximize both individual and group learning.
Collaborative learning may occur through peer-to-peer learning, also known as peer instruction that involves learners working in
pairs or small groups to discuss concepts or find solutions to problems. The collaborative method emphasizes getting learners
involved in group learning as opposed to traditional lecture-based training, which frequently emphasizes memorization.
Furthermore, learners work together to better grasp the subject matter by drawing on their varied experiences, backgrounds, and
views. To achieve the goal, learners must work collaboratively to understand and learn the subject thoroughly. That is why
teachers delegated extra effort to incorporate various sorts of collaborative learning activities in every lesson to accomplish lesson
goals and objectives that affect learners’ academic performance. The capacity of learners to demonstrate mastery
of academic skills and knowledge in a variety of subject areas was referred to as learners' academic performance. This is typically
measured in terms of scores and grades earned by the learners, which largely determines their success (Baliyan et al. 2021). This
ability is evaluated through a variety of methods, including tests, quizzes, assignments, projects, and exams. Moreover, according
to Tus (2020), learners' academic performance represents an important component of the factors influencing learners' success. It
is essential to teaching and learning, particularly as a practical tool for evaluating the learner’s educational progress.
Hence, as mentioned by Chapagain (2021), learners’ academic performance is the primary indication of educational
improvement in every country. Learners who have poor academic performance in class may find it distressing and difficult for

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Collaborative Learning and Learners’ Academic Performance
themselves, their teachers, parents, and the school. National governments have concentrated a lot of their efforts on ensuring
that secondary and elementary school education is both accessible and of high quality.
In accordance with the DepEd Memo No. 8, s. 2023 Multi-Year Guidelines on the Results-Based Performance
Management System – Philippine Professional Standards for Teachers (RPMS-PPST), Classroom Observation Tool (COT)-RPMS for
Proficient Teachers is under it. As mentioned in the said memorandum, under KRA 1 on Content Knowledge and Pedagogy,
teachers who use the proficient tools are expected to apply a variety of teaching and learning strategies that are well aligned with
the needs of both individual and group learning. It also encourages learners to participate, cooperate, and collaborate to improve
learners’ academic performance. Additionally, empirical studies on learners’ engagement and collaborative learning have shown
a favorable relationship between these two areas (Vega-Abarzúa et al., 2022). Encouraging a culture of collaboration in the
classroom is the researcher’s primary consideration because, based on Pahomov (2018), collaborative learning has been proven
to be effective in developing relationships with peers and, most especially, creating better work.
Moreover, Olivier et al. (2020) affirm that a lack of learner engagement leads to learners' academic failure. Therefore,
the goal of this study is to determine whether collaborative learning has a relationship with learners' academic performance in
the district of Laguindingan.
The Social Interdependence Theory, which was first proposed by Deutsch and later expanded by Johnson and Johnson
(2018), serves as the basic foundation for this study. This theory is one of the key influences on both collaborative and cooperative
learning. The theory's founding principle is that individual learning outcomes are determined by the social relationships among
group members and the psychological processes that learners go through while engaging in collaborative activities. Also, this
theory has been used as the basis for the structural design of the tasks that learners have been given to complete. This hypothesis
states that when group members realize that collaborating on a task will improve the chances of succeeding in the shared
objectives, learners will begin to interdepend. This method of instruction encourages engagement and conversation amongst pairs
and small groups of learners to deepen their understanding of the content being studied. This indicates how collaborative learning
encourages positive social skills and supports learners who are working on challenging tasks. Furthermore, as mentioned by Bean
and Melzer (2021) in the book called Engaging ideas, collaborative learning was referred as the wealth of strategies. It is for this
reason that it offers a variety of benefits and encompasses numerous instructional methods that enhance the learning
experiences.
Additionally, the same theory was applied in a study by Frykedal and Chiriac (2018), which emphasizes group work as a
teaching method that fosters learners learning and sociability. The study focuses on how learners engage and collaborate when
working on a group task, as well as the inclusive processes they create through the work they do together to achieve common
goals by paying attention to one another and learning from one another. Thus, according to Social Interdependence Theory, there
are important elements that must be present to enhance the collaborative potential of groups. These are positive
interdependence, promotive interactions, and individual accountability.
Positive interdependence encourages learners to collaborate, assist, and cheer each other on as the learner studies and
accomplishes. Promotive interactions are where learners are given the opportunity to help other group members resolve
problems. Each of the learners from the group can give comments and suggestions to members to explore ideas and establish a
framework for their understanding, and learners may also provide resource sharing that enables them to maintain positive
interactions with peers. Individual accountability allows individuals to take responsibility for their actions rather than blame
others. It also allows everyone to learn, grow, and solve problems. Interpersonal and small group skills increase the level of trust
amongst group members, improve learners’ communication skills, and help find solutions to problems when disagreements arise.
Lastly, group processing entails the group members analyzing and assessing their work; this is essential for fostering, affirming,
and preserving learners’ productive working relationships.
Along the same line, Backer et al. (2018) found that learners are more likely to engage, have positive social skills, and
have content skills that exert more effort when they are working successfully in collaborative groups. The faculty and learners
agreed that collaborative learning environments or small groups are excellent methods for fostering learners in both learning and
engagement that help learners’ academic performance. As per Miguel et al. (2023), collaborative learning significantly contributes
to improving learners’ academic performance.

II. METHODOLOGY
The study used a descriptive method to describe and determine the relationship between collaborative learning and
learners' academic performance. An accurate and systematic description of a population, situation, or phenomenon was the goal
of descriptive research. What, where, when, and how questions can be answered in this method. Also, this study involves the

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Collaborative Learning and Learners’ Academic Performance
gathering, processing, and interpretation of data. Descriptive research performs several vital tasks to give researchers a
description of the context as well as a source of suggestions for improvement (McCombes, 2023).
In particular, a descriptive correlational research design was used to determine the impacts of collaborative learning
under it, namely positive interdependence, promotive Interaction, and individual accountability on learners' academic
performance among the public elementary learners from the six different schools of Laguindingan District. The research design
was thought to be the most useful in fulfilling the objectives and goals of this study.
The study's respondents were the two hundred two (202) Grade - VI public elementary school learners from Laguindingan
District, Division of Misamis Oriental, Region X, with no specific age range and no gender preferences.
The study employed a purposive probability sampling, wherein the five public elementary schools' Grade - VI learners in
Laguindingan Central School, Mauswagon Integrated School, Sambulawan Elementary School, Sinai Elementary School and
Tubajon Integrated School were the respondent schools.
The researcher employed the descriptive statistical method. In particular, mean, standard deviation, and Pearson
Correlation Coefficient (r) were utilized as statistical tools.
The Mean often known as the average, is a basic measure of central tendency and is important in research for several
reasons. In a data, the Mean denotes a typical or central value. It offers a summary statistic which is helpful in comprehending the
general traits of a population or group. Comparing several groups or circumstances is made simple by using the Mean. Researchers
can rapidly evaluate the average performance or behavior and draw insightful comparisons by computing the Mean for each
group.
Similarly, the Standard Deviation (SD) is also considered as powerful tool in research. It provides insightful information
on the variability or dispersion of data and measures how much a dataset's individual data points vary from the mean. Additionally,
giving an indication of how widely distributed or closely grouped the values are facilitates the understanding of data. Effect size is
vital when assessing an intervention's or treatment's practical effectiveness. With this data, researchers can decide with greater
clarity regarding the validity and applicability of their findings.
A numerical value that expresses the magnitude and direction of the linear relationship between two variables is provided
by Pearson Correlation. It determines if there is a significant relationship exists between the study’s independent variables under
collaborative learning, namely, positive interdependence, promotive Interaction, and individual accountability, and the dependent
variable which is learners’ academic performance in terms of the learners’ Grade V General Average.

III. RESULTS AND DISCUSSION

Problem 1: What is the level of collaborative learning to learners in terms of:
1.1 positive interdependence;
1.2 promotive interaction; and
1.3 individual accountability?

Table 1: Learners’ collaborative learning in terms of positive interdependence

Indicators Mean SD Description Interpretation
1. I find myself productive learning with my groupmates than 4.14 0.92 Agree High
learning alone.
2. I am confident working in groups than working alone. 4.11 0.92 Agree High
3. Asking questions with my groupmates is helpful. 3.91 0.88 Agree High
4. I value sharing of ideas. 3.92 0.88 Agree High
5. I find group learning easier than individual learning. 3.87 0.85 Agree High
6. I am willing to work in a group than working individually. 4.06 0.90 Agree High
7. I believe in the saying that “two heads are better than one”. 3.80 0.81 Agree High
8. I like to explore things with my groupmates than working alone. 4.16 0.93 Agree High
9. I am part of a goal-oriented group. 3.88 0.86 Agree High
10.I felt happy about the success of the group as a whole. 4.31 0.96 Strongly Agree Very High

Overall 4.02 0.89 Agree High

Note: 4.20 – 5.00 Very High; 3.40 – 4.19 High; 2.60 – 3.39 Moderate; 1.80 – 2.59 Low; 1.00- 1.79 Very Low

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Collaborative Learning and Learners’ Academic Performance
Table 1 indicates the learners’ level of collaborative learning in terms of positive interdependence among Grade VI
learners of the Laguindingan District Division of Misamis Oriental. It has an overall Mean of 4.02 with SD = 0.89, which is described
as Agree and interpreted as High. This means that learners’ collaborative learning in terms of positive interdependence was high
because learners got to enjoy being with their peers and contributing, exploring, and learning new things together. When each of
the learners believes that they are connected to one another in a positive way, then there is positive interdependence. Creating
an environment where everyone’s success was tied to the success of the group can lead to increased engagement and academic
performance among learners.
Additionally, Johnson and Johnson (2018) highlighted on a study positive interdependence was considered as the primary
and most significant component of collaborative learning because learners rely on each other to achieve shared goals, fostering a
sense of unity and mutual support.
The indicator, I felt happy about the success of the group as a whole, got the highest Mean of 4.31 with SD= 0.96, which
is described as Strongly Agree and interpreted as Very High .This means that learners who are part of a collaborative group are
pleased with the group's overall success. Learners in a group may feel more connected and bonded to one another when the
group accomplishes its objectives. Celebrating the success of a group can enhance the positive experience of collaborative
learning. Acknowledging every learner’s contribution and achievement fosters a sense of camaraderie and can further motivate
individuals within the group.
This finding was supported by Jacobs and Renandya (2019), who stated that teachers practice student-centered
education, foster collaboration among their learners, and adapt their teaching strategies to meet the needs of various groups.
These researchers believed that when learners collaborate to achieve a shared goal, the group's achievement is evidence of their
combined efforts. The collaborative element has the potential to raise everyone's level of contentment and overall well-being.
Teachers guarantee that every learner participates fully in the learning process in this way. By encouraging learners to take
initiative and actively participate, this role in a learner-centered education raises the learner’s enthusiasm to study.
On the other hand, the indicator I believe in the saying that “two heads are better than one” got the lowest Mean of 3.80
with SD = 0.81, which is described as Agree and interpreted as High. This means learners prefer working collaboratively with two
or more peers than doing classroom activities alone. Collaboration and pooling ideas together leads to richer and more
comprehensive ideas and solutions. It is amazing how different perspectives from every member of the group can complement
each other, creating a synergy that results in better outcomes. Working together allows everyone to contribute their unique
strengths and insights, making the collective effort more powerful than individual contributions alone. Learners believed that to
solve a problem or complete a specific task effectively, learners need to collaborate with one another.
As mentioned by Parker and Thomsen (2019), the level of awareness is present when learners are aware of their
connections in such a way that they are dependent on the success of their group members. Groups that are positively
interdependent view their efforts as beneficial to one another; the learners collaborate on tasks, offer assistance to one another,
and celebrate successes together. There are no free riders because every member of the group contributes in various ways.

Table 2: Learners’ collaborative learning in terms of promotive interaction

Indicators Mean SD Description Interpretation
1. I share my ideas and experiences with my groupmates. 4.18 0.92 Agree High
2. I ask my teacher for help. 4.14 0.91 Agree High
3. I ask my groupmates for help. 4.06 0.90 Agree High
4. I listen to my groupmates when they are talking. 4.11 0.91 Agree High
5. I give suggestions to solve group problems. 4.20 0.92 Strongly Agree Very High
6. I find it simple to express my ideas and opinions to the group. 3.80 0.87 Agree High
7. When making choices as a group, I take my group members' 4.00 0.89 Agree High
opinions into account.
8. I show equal respect to everyone. 4.40 0.98 Strongly Agree Very High
9. I share my learning experiences with my groupmates. 3.95 0.88 Agree High
10. Collaborating in group promotes better understanding of the 4.22 0.93 Strongly Agree Very High
lesson.
Overall 4.11 0.91 Agree High
Note: 4.20 – 5.00 Very High; 3.40 – 4.19 High; 2.60 – 3.39 Moderate; 1.80 – 2.59 Low; 1.00- 1.79 Very Low

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Collaborative Learning and Learners’ Academic Performance
Table 2 shows the level of collaborative learning in terms of promotive interaction. It has an overall Mean of 4.11 with
SD = 0.91, which was described as Agree and interpreted as High . This means that promotive interaction in group learning involves
learners' communication and behavior that support and encourage each member's educational involvement and learning.
Collaboration and excellent communication are essential when working in a group. Learners who collaborate with their peers
grow in their ability to communicate, which is important in many facets of life.
Thus, promotive Interaction as mentioned by Parker and Thomsen (2019), refers to learners helping, supporting,
respecting, complimenting, and motivating one another in groups. They are engaging in positive relationships, develop
interpersonal and linguistic abilities, inspiring one another, and come to know one another. Furthermore,
these interactions build good relationship between the group members that leads to a supportive learning environment where
every learner feels appreciated, supported and inspired to take an active role in the learning process for deeper learning, which
in turn fosters a healthy group dynamic for the learners. As mentioned by Johnson and Johnson (2018), the source of learning was
through dialogs and interactions. Promotive learning in a collaborative group builds a sense of community that encourages
participation, and ultimately contributes to the success of the group as a whole.
Moreover, the indicator, I show equal respect to everyone has the highest Mean of 4.40 with SD = 0.98, which is described
as strongly Agreeable and interpreted as very high. This means that learners who believe continuous interaction is necessary for
success are said to engage in promotive interactions. In fact, positive relationships and a sense of belonging can be fostered when
a person respects people and receives respect in return. Giving equal respect to everyone, especially when learners are in a group,
was important because, through this, learners value each of the members' ideas, points of view, suggestions and
recommendations that leads to promoting better communication. Respecting one another creates a welcoming and inclusive
learning atmosphere that improves communication, teamwork and even the group experience as a whole. Better communication,
trusting one another, and productive exchange of various ideas are frequently the outcome of promotive Interaction.
On the other hand, the indicator, I find it simple to express my ideas and opinions to the group, has the lowest Mean of
3.80 with SD = 0.87, which was described as Agree and interpreted as High. This means that the learners wanted to be heard by
expressing their opinions and ideas with the group but found it a bit challenging for them. It is imperative to promote diverse
perspectives among learners, as their varied points of view enhance their understanding of the subject matter. Having strong
opinions makes it easier for learners to communicate their viewpoints and establish authority. Moreover, speaking up and
expressing one's thoughts and opinions helps a person identify who they really are. Possessing various ideas and opinions
demonstrates learners' passion and ability to keep their ideas on the table. For this reason, in order to accomplish shared
objectives, learners must effectively communicate and settle disputes in a positive way.
The study of Lyndon et al. (2020) supports the finding of this study as he asserted that high exchange of information
results in a greater quantity and range of ideas and opinions because when learners know their roles, learners will openly discuss
one another's ideas, and evaluate them based on their knowledge and prior experiences. Encouraging critical thinking via the
process of expressing and justifying one's opinions sharpens reasoning and encourages learners’ critical analysis. In general,
learners being able to freely express their opinions enhances group learning and leads to a better understanding.

Table 3: Learners’ collaborative learning in terms of individual accountability

Indicators Mean SD Description Interpretation
1. I willingly participated in the group task. 4.09 0.91 Agree High
2. I did my best to achieve the learning goal. 4.28 0.95 Strongly Agree Very High
3. I took the group task seriously. 4.13 0.92 Agree High
4. I’m completely aware of my role in the group. 3.98 0.89 Agree High
5. The members of the group work together. 4.40 0.98 Strongly Agree Very High
6. I made positive contributions of the other members of the group. 3.83 0.85 Agree High
7. I did my best even if no one is watching. 4.10 0.91 Agree High
8. I completed assigned task on time. 4.08 0.92 Agree High
9. I was able to share my knowledge, and take into account the 3.96 0.89 Agree High
knowledge of the other group members.
10. I encourage everyone to do their best to achieve group goals. 3.16 0.85 Agree High
Overall 4.00 0.91 Agree High
Note: 4.20 – 5.00 Very High; 3.40 – 4.19 High; 2.60 – 3.39 Moderate; 1.80 – 2.59 Low; 1.00- 1.79= Very Low

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Collaborative Learning and Learners’ Academic Performance
Table 3 shows the level of collaborative learning in terms of individual accountability. It has an overall Mean of 4.00 with
SD = 0.91, which is described as Agree and interpreted as High. In a group context, individual accountability guarantees that each
learner is accountable for their contributions and learning. Being personally accountable means learners accept responsibility for
the outcomes of one’s decisions and deeds. When anything goes wrong, learners try their best to make things right without placing
the blame or offering an explanation to anyone. Being accountable and aware of the learners’ tasks and responsibilities makes
the group collaborate and function well.
In addition, Frykedal and Chiriac (2018) agreed that in order for group work to be implemented in a beneficial way, it is
necessary for each learner to actively participate in the discussions surrounding the group work structures and analytical
discussions. By emphasizing individual accountability, group dynamics are strengthened, and the learning experience becomes
more robust as each member actively engages and takes ownership of their role within the group.
Moreover, the indicator, The members of the group work together, got the highest Mean of 4.40 with SD = 0.98, which is
described as Strongly Agree and interpreted as Very High. Learners working together fosters diverse perspective, encourages
shared learning and often leads to more comprehensive understanding. A quality group learning environment promotes academic
confidence. Learners have various perspectives and mold their viewpoints with respect to their classmates. Learners'
accountability for their own learning may rise as a result of group learning. Additionally, group goals and individual accountability
are essential because they provide learners a reason to support and motivate one another to give it their all. Learners will be
motivated to teach each other if they value performing well in a group, and the group can only succeed when all members have
learned the topic (Casey & Fernandez-Rio, 2019).
However, the indicator, I encourage everyone to do their best to achieve group goals, has the lowest Mean of 3.16 with
SD = 0.85, which is described as Agree and interpreted as High. Establishing learners’ precise responsibilities, defining clear
individual and group expectations, and highlighting the value of each member's contribution to the group's success are all ways
to encourage accountability. Learners find it a bit challenging to encourage their peers to do their best because some of the
learners do not take the activity seriously and just do classroom activities merely for participation.
The current finding is similar to the study of Zheng et al. (2020), saying that learners who collaborated in groups were
able to produce significant positive effects because they had plenty of opportunities to interact with one another and had time to
encourage one another during the learning activity. This means that encouragement is necessary when working with groups so
that each member has the same drive and sense of responsibility as others. Accountable learners perform their best in a group
setting entails clear communication, enthusiastic involvement, active listening, offering learners own ideas, and being willing to
work with others. Achieving a common goal requires striking a balance between showcasing one’s abilities and helping the group
as a whole.

Table 4: Learners’ overall collaborative learning

Variables Mean SD Description Interpretation
Positive Interdependence 4.02 0.89 Agree High
Promotive Interaction 4.11 0.91 Agree High
Individual Accountability 4.00 0.91 Agree High
Overall Mean 4.04 0.90 Agree High
Note: 4.20 – 5.00= Very High; 3.40 – 4.19= High; 2.60 – 3.39= Moderate; 1.80 – 2.59= Low; 1.00- 1.79= Very Low

Table 4 presents the learners’ overall level of collaborative learning. It reveals that the indicators under collaborative
learning specifically positive interdependence, promotive interaction, and individual accountability. It has an overall Mean of 4.04
with SD = 0.90, which is described as Agree and interpretated as High. This means that respondents do agree that collaborative
learning allows learners to work and collaborate together so that they can all learn and grow together. However, in collaborative
learning, some individuals may put in less effort and just depend on other group members to finish the task. To minimize the risk
of free-riding or social loafing in collaborative learning settings, learners must realize that learners who engage in collaborative
learning not only acquire higher-order thinking skills but also experience an increase in confidence and self-worth. Through
providing an example of the topic, group activities can optimize the educational experience while enhancing social and
interpersonal skills. Learners gain leadership experiences and learn how to collaborate with different kinds of learners.
Moreover, promotive interaction, has the highest variable with a Mean of 4.11 with SD = 0.91, which is discribed as Agree
and interpreted as High. This shows that it is of the utmost importance for learners to respect and assist one another as well as
share pertinent ideas, opinions, and experiences. This is because through this promotive interaction, learners enjoy learning and

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Collaborative Learning and Learners’ Academic Performance
improve their sociability. Learners who engage with their peers continually strengthen their emotional intelligence,
communication, and conflict-resolution abilities. This is for the reason that learners feel more at ease dealing with their classmates
both inside and outside of the classroom.
In groups that exhibit high collaboration, learners participate in encouraging interactions and demonstrate a readiness
to assist one another in collaborating to finish the given task and reach their goal (Cukurova et al., 2018). In fact, Topping et al.
(2017) proposed that the foundation of cooperative and collaborative learning should be promotive interactions or, also known
as constructive interactions.
Among the three indicators under collaborative learning, the lowest variable is individual accountability. It has an overall
Mean of 4.00 with SD = 0.91, which is described as Agree and interpreted as High. Learners who have strong accountability are
deeply accountable for their words, actions, progress, and development. Learners should not only excel academically but also
grow in confidence and commitment in terms of their personal life and education. Furthermore, Van Leeuwen and Janssen (2019)
highlighted that an accountable individual should be open to positive and negative feedback and view failure as an opportunity to
learn and grow. By being individually accountable learners will be able to accomplish the both personal and group goals.

Problem 2: What is the level of the learners’ academic performance?

Table 5: Learners’ overall academic performance
Level of Academic Performance Frequency Percentage
Outstanding 44 21.78
Very Satisfactory 84 41.58
Satisfactory 69 34.16
Fairly Satisfactory 5 2.48
Did Not Meet Expectations 0 0.00
Total 202 100.00

Table 5 shows the learners’ overall academic performance. As shown in the table above, among the two-hundred two
(202) respondent learners, forty-four (44) of them with a percentage of 21.78 got outstanding, eighty-four (84) of the learners got
a percentage of 41.58, got very satisfactory, sixty-nine (69) learners with a percentage of 34.16 got the Satisfactory, and lastly,
five (5) learners with a percentage of 2.48 got the fairly satisfactory .Based on the presented data above, it is clear that there are
no Grade V learners below Fairly Satisfactory. It clearly implies that the learners' general averages for School Year 2022-2023 have
a very satisfactory academic performance despite not being exceptionally high or outstanding ; 85-89 general averages are not
bad. This very satisfactory level of academic performance leads to personal and professional development and success, which
opens doors to every learner’s variety of opportunities in the future. By investing in the learners' academic performance, learners
can acquire the abilities needed to excel both within and outside of the classroom. It also enables the learners to make
contributions to society, build valuable connections with their peers and other people, and, lastly, grow in confidence.

Problem 3: Is there a significant relationship between collaborative learning and learners’ academic performance?

Table 6: Test correlation on learners’ collaborative learning and academic performance

Variables r-value p-value Decision Interpretation
Positive Interdependence 0.4243 0.0024 Reject Ho Significant
Promotive Interaction 0.4338 0.0079 Reject Ho Significant
Individual Accountability 0.4893 0.0015 Reject Ho Significant
Note: Significant < 0.05; Not Significant >0.05

Table 6 shows the test correlation between learners’ collaborative learning and academic performance. This provides an
analysis that all the independent variables mentioned are significant. The variable promotive interaction got the highest p- value
of 0.0079 followed by the variable positive interdependence with the p-value of 0.0024 and lastly the variable individual
accountability with the p-value of 0.0015. This clearly means that these variables under collaborative learning has a significant
effect on learners’ academic performance.
This means that there is a significant relationship between the dependent and independent variables because when
learners have collaborative work, there is active participation, which clearly means that learners are more actively involved in the
learning process, leading to a more profound understanding of the lesson that affects the learners' academic performance.
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Collaborative Learning and Learners’ Academic Performance
Positive Interdependence encourages learners to motivate one another, work well together, and pursue group goals
when they believe that their success is dependent on that of their peers. This variable is significant for the reason that it promotes
teamwork, creates a positive learning atmosphere for both the learners and teachers that results in higher academic achievement.
On the other hand, the variable promotive interaction highlights positive and constructive engagement between
teachers, peers, and learners. When there's a supportive and encouraging atmosphere, learners are motivated to assist each other
in their academic pursuits that leads to high academic performance. This variable promotes effective teacher-learner
communication, collaborative group work, peer tutoring, and a general culture that fosters curiosity and a love for learning. Such
an environment often enhances learners' engagement, understanding, and overall academic performance.
The third variable, under individual accountability is significant as it gives a strong emphasis on taking ownership of
learning results. Learners who are individually accountable are held responsible for their own academic progress exhibit excellent
work habits, self-control, and a sense of ownership over their education. Learners are driven to meet expectations, create and
fulfill personal and group goals to do better academically.
Thus, the independent variables, namely positive interdependence, promotive interaction, and individual accountability
under collaborative learning, are associated with learners’ academic performance, with a p-value of far less than 0.05. This implies
that learners learn effectively with collaborative learning because this is where learners form good social relationships and exert
collective efforts into a group activity, assignment, or educational project assigned to them. Delfino (2019) puts emphasis on
building strong collaboration among educators, learners, and other stakeholders since it clearly articulates expectations, shares
information, and encourages dialogue to promote a collaborative atmosphere in creating meaningful learning experiences.

IV. CONCLUSIONS
Based on the previously gathered and mentioned results, the study's conclusions are as follows:
1. The level of collaborative learning in terms of promotive interaction is high, where learning involves communication and
behavior that encourage each member's educational involvement and learning.
2. Learners are performing well academically based on the learners’ overall academic performance. Given that the majority of
the learners received a very satisfactory general average, they were able to effectively meet the academic requirements.
3. There is a significant relationship between collaborative learning and learners’ academic performance. Learners are more
actively involved in the learning process, leading to a more profound understanding of the lesson that influences their school
performance.

V. RECOMMENDATIONS
In the light of the findings and conclusions of the study, the following recommendations are made:
1. Teachers may continuously emphasize the significance of individual accountability among diverse learners. The learners need
to actively participate in group work structures and analytical discussions. Group dynamics strengthen the learning experience,
which actively engages and takes ownership of the role within the group.
2. To achieve better performance, teachers may use a variety of collaborative teaching strategies. These activities encourage active
learning, which will open doors to different engaging capabilities.
3. Teachers may enrich learners' academic performance through collaborative learning that leads to high academic performance.
Effective teacher-learner communication, collaborative group work, peer tutoring, and a general culture that fosters curiosity and
a love for learning. Such an environment often enhances learners' engagement, understanding, and overall academic
performance.

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