Research Articles

Author: Herly Rea L. Dela Cruz

In the rapidly evolving landscape of the 21st century, the skills required for success extend far beyond traditional academic knowledge. This study explored the relationship between collaborative learning skills and academic performance in Science among Grade 5 pupils at Lawa-an Elementary School during the school year 2023-2024. The research aimed to answer several key questions: the pupils' previous year's Science grades, their mastery levels of collaborative learning skills (specifically in Think-Pair-Share, Group Discussion, Jigsaw, Problem Solving, and Round-Robin activities), their current academic achievement in Science, and the significance of relationships between previous Science grades, collaborative learning skills mastery, and academic performance. Utilizing a mixed methods approach, the study employed frequency counts, percentage distributions, means, standard deviations, Spearman rho correlations, and p-values to analyze the data. It indicated that while pupils generally performed well in Science, the correlations between previous Science grades and collaborative learning skills, as well as between these skills and current academic achievement, were predominantly weak. The study's results informed the design of learning materials aimed at enhancing collaborative learning and academic success in Science.

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