Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA

The Influence of Collaborative Learning in Developing Interpersonal

Skills Among Senior High School Students

Lian Rose D. Cruz

Kurt Lawrence C. Castro

Jhan Ray S. Chavez

Ashley Nicole P. Cortez

A Research

Presented to

the Senior High School Department,

Pampanga High School, City of San Fernando, Pampanga

In Partial Fulfillment

of the Requirements in Research 1

Kris L. Abayon, RN, LPT, MAT

Research Teacher

February 2026

Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Telephone No: (045) 961-4261  (045) 961-2239
Email Address: pampangahighschool1902@[Link]
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APPROVAL SHEET

This is to certify that this Research titled, “Exploring the Role of Collaborative Learning
in Developing Interpersonal Skills Among Senior High School Students” prepared and
submitted by Lian Rose D. Cruz, Jhan Ray S. Chavez, Ashley Nicole P. Cortez, Kurt
Lawrence C, Grade 12 and HUMSS 05, in partial fulfillment of the requirements in
Research 1 has been examined and recommended for acceptance and approval.

Kris L. Abayon, RN, LPT, MAT

Research Teacher

Maria Belinda R. Luzung, RN, LPT, MAN

SHS Research Coordinator

RESEARCH EVALUATION COMMITTEE

Examined and approved by the Panel Examiners in an Oral Examination with a grade of 99 on
February 26, 2026

Ken Paul I. Cortez, Ph.D. Riwa M. Cruz, LPT,MALLE Marvin Lace, LPT, MS-Bio
Chairperson Member Member

Accepted as partial fulfillment of the requirements for the subject Inquiries, Investigation, and
Immersion.

Edilberta C. Esguerra Marilen A. Calma

Head Teacher VI Principal IV

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CERTIFICATE OF ORIGINALITY

We hereby certify that this Research is our work and that, to the best of our

knowledge and belief, it contains no material previously written or published by another

person or organization or any material which has been accepted for the award of any

degree or diploma or institution of higher learning, except where due acknowledgment is

properly made.

Furthermore, we declare that the intellectual content of this research is the product

of our work although we have received assistance from others on the manner of

organization, presentation, language, and style.

Lian Rose D. Cruz Kurt Lawrence C. Castro Jhan Ray S. Chavez

Researcher Researcher Researcher

Ashley Nicole P. Cortez

Researcher

Attested by:

Kris L. Abayon, RN, LPT, MAT

Research Teacher

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ACKNOWLEDGMENTS

The researchers would like to express their sincere appreciation to all individuals

who generously contributed their time, expertise, guidance, and support to the successful

completion of this study.

The researchers extend their heartfelt gratitude to the student respondents for their

willingness to participate in the study and for providing honest and valuable responses.

Their cooperation and insights were essential in addressing the objectives of the research

and in contributing meaningful data to the study.

Sincere appreciation is also extended to Ma’am Marilen A. Calma, School

Principal, for granting permission to conduct the study at the school. Her support and

trust provided the researchers with the opportunity to undertake this research and further

develop their academic and research competencies.

The researchers likewise express their gratitude to Ma’am Edilberta C. Esguerra,

Head Teacher, for her guidance, support, and valuable insights throughout the research

process. Her leadership and encouragement contributed to the smooth and effective

conduct of the study.

Heartfelt appreciation is extended to the research panel members and validators

for sharing their expertise and providing constructive comments, recommendations, and

valuable suggestions. Their careful evaluation and professional insights significantly

contributed to improving the quality, validity, and overall presentation of the research.

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The researchers also extend their deepest gratitude to their Research Adviser,

Ma’am Kris L. Abayon, for her unwavering guidance, patience, expertise, and

encouragement throughout the entire research process. Her dedication and commitment

to mentoring the researchers served as an important foundation for the completion of this

study. Her valuable instruction and constructive feedback helped the researchers develop

greater confidence, perseverance, and competence in conducting research.

The researchers are equally grateful to their families for their unconditional love,

understanding, patience, encouragement, and continuous support. Their emotional, moral,

and practical assistance provided the researchers with strength and motivation to

overcome challenges and remain committed to completing the study.

Above all, the researchers offer their deepest gratitude to Almighty God for

providing wisdom, strength, perseverance, guidance, and countless blessings throughout

the research journey. His presence and grace served as a source of inspiration and

encouragement, especially during challenging stages of the study.

The researchers sincerely acknowledge everyone who contributed, in any way, to

the completion of this research. The successful realization of this study reflects the

collective efforts, cooperation, dedication, and support of all those who became part of

the researchers’ academic journey.

To God be the Highest Glory!

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ABSTRACT

Collaborative learning is widely recognized as an effective instructional strategy

that enhances students’ academic performance and interpersonal development. This study

examined the role of collaborative learning in developing the abilities of Grade 12

HUMSS students. It aimed to identify their demographic profile, assess the skills they

acquired, determine the challenges they faced, and explore the strategies they used to

overcome these challenges.

The study utilized a descriptive quantitative research design. A researcher-made

questionnaire was used as the primary data-gathering instrument. The respondents were

356 Grade 12 HUMSS students from the First and Second Blocks. In terms of sex,

50.28% were female and 49.72% were male. Regarding age, 72.47% were 17 years old,

while 24.44% were 18 years old. Frequency and percentage were used to analyze the

demographic profile, while the weighted mean was used to interpret the responses.

The findings revealed that collaborative learning enhanced teamwork and

communication skills, both obtaining a mean of 3.53, while leadership skills obtained a

mean of 3.46. The challenge “Conflicts among Members” received the highest mean of

2.82, while the strategy “Clear Role Distribution” obtained the highest mean of 3.44.

The study concludes that collaborative learning significantly contributes to

students’ interpersonal and leadership development. It is therefore recommended that

teachers design structured collaborative activities with clearly defined roles and conflict-

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resolution strategies to maximize student participation and minimize group conflicts.

Future researchers may further explore other factors influencing the effectiveness of

collaborative learning.

Keywords: Collaborative Learning, Interpersonal Skills, Academic Performance,

Challenges, Abilities, Strategies

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TABLE OF CONTENTS

Preliminaries Page

Title Page..................................................................................................................... i

Approval Sheet ........................................................................................................... ii

Certificate of Originality ............................................................................................ iii

Acknowledgements .................................................................................................... iv

Abstract ...................................................................................................................... v

Table of Contents ....................................................................................................... vi

List of Tables.............................................................................................................. ix

List of Figures ............................................................................................................ xi

List of Appendices ..................................................................................................... xii

Introduction ................................................................................................................ 1

Background of the Study……………………..……………………….. 2

Literature Review ........................................................................................... 3

Theoretical Framework .................................................................................. 7

Conceptual Framework .................................................................................. 8

Statement of the Problem ............................................................................... 9

Scope and Limitations of the Study ............................................................... 10

Significance of the Study ............................................................................... 10

Definition of Terms ........................................................................................ 10

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Methodology .............................................................................................................. 11

Research Design ............................................................................................. 11

Sampling ........................................................................................................ 12

Research Instrument ....................................................................................... 12

Ethical Considerations .................................................................................... 13

Data Gathering Procedures............................................................................. 16

Statistical Treatment of Data .......................................................................... 17

Results and Discussion ............................................................................................... 18

Summary, Conclusion and Recommendation ................................................ 37

Summary of Results ....................................................................................... 37

Conclusions .................................................................................................... 38

Recommendations .......................................................................................... 39

Appendices ................................................................................................................. 47

References .................................................................................................................. 60

Curriculum Vitae ........................................................................................................ 70

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LIST OF TABLES

Table Page

1. Population of First and Second Block Grade 12 (HUMSS) Students 55

in Pampanga High School (SY 2025-2026)………………………..

2. Demographic Profile of the Grade 12 Students in Terms of 56

Age…………………………………………………………………..

3. Demographic Profile of Grade 12 Students in Terms of 57

Sex……………………………………………………………….….

4. Evaluation on the Abilities Gained by the Grade 12 Student 58

Respondents in Collaborative Learning in Terms of Strengthened
Teamwork……………………………………………………………

5. Evaluation on the Abilities Gained by the Grade 12 Student 59

Respondents in Collaborative Learning in Terms of Improved
Communication Skills……………………………………………….

6. Evaluation on the Abilities Gained by the Grade 12 Student 60

Respondents in Collaborative Learning in Terms of Enhanced
Leadership Skills…………………………………………………….

7. Evaluation on the Challenges of Grade 12 Student Respondents in 61

Collaborative Learning in Terms of Unequal Participation…………

8. Evaluation on the Challenges of Grade 12 Student Respondents in 62

Collaborative Learning in Terms of Conflicts among Members……

9. Evaluation on the Challenges of Grade 12 Student Respondents in 63

Collaborative Learning in Terms of Low Self-confidence………….

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10. Evaluation on the Strategies of Grade 12 Student Respondents in 64

Collaborative Learning in Terms of Clear Role Distribution……….

11. Evaluation on the Strategies of Grade 12 Student Respondents 65

in Collaborative Learning in Terms of Active Listening and Respect
for Others Opinion…………………………………………………..

12. Evaluation on the Strategies of Grade 12 Student Respondents 66

in Collaborative Learning in Terms of Openness to Feedback and
Self-Improvement……………………………………………………

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FIGURE

Figure Page

1 Research Simulacrum 63

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LIST OF APPENDICES

Appendix Page

A Approval Letter 47

B Letter to the Validators of Instrument 48

C Statistical Results of Data 49

D Survey Questionnaire 50

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INTRODUCTION
Background of the Study

Collaborative learning plays a crucial role in the holistic development of students,

particularly in fostering interpersonal skills essential for both academic and professional

growth. For Senior High School students, the ability to work together, communicate

effectively, and build relationships is vital, especially as they prepare to face real-life

situations beyond the classroom. Identifying the factors that influence the development of

interpersonal skills among senior high school students engaged in group-based activities

is therefore a worthwhile area of research.

In today’s educational environment, group activities are gaining recognition for

their critical role in fostering interpersonal skills and holistic student development. Lee

and Kang (2020) explained that when students utilize collaborative strategies, it fosters

critical thinking, stronger interpersonal relationships, and greater academic contentment,

while also enhancing performance, knowledge retention, and understanding through the

sharing of diverse perspectives. Furthermore, through a meta-analysis, it was pointed that

cooperative learning is an important strategy to facilitate improvement in intergroup

relations in education, pointing out that as students from various backgrounds

participated together in a structured activity, they learned to trust, accept, and respect one

another, underscoring that cooperative learning not only supports academic success

butalso fosters social cohesion and stronger interpersonal connections in diverse societies

(Tondok, Suryanto, and Ardi, 2024). In addition to this, Ryzin and Roseth (2022)

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demonstrated that peer relationships and empathy reinforce each other to help students

build stronger connections and reduce bullying, showing that cooperative learning

activities foster empathy while also creating a more supportive and safer school climate.

International studies highlighted the effectiveness of collaborative learning in

improving both academic performance and social development. Mugabekazi et al. (2025)

noted its growing role in fostering critical thinking and communication skills, particularly

through group projects, peer teaching, and problem-solving activities. Such approaches

enhance engagement, promote active learning, and accommodate diverse learning styles.

Collaborative learning also encourages idea-sharing, perspective-taking, and peer support,

which strengthen cognitive processes, improve academic achievement, and foster

commitment to the curriculum (Li, 2025).

In the Philippine context, recent studies highlighted the significance of

cooperative learning and interpersonal skills in promoting students’ well-being,

communication effectiveness, and overall academic development. Cooperative learning

plays an important role in enhancing students’ well-being by encouraging positive peer

connection, belongingness, and mutual support, which promotes a supportive school

environment, reduces the feeling of isolation, and, when incorporated into the curriculum,

fosters both students’ overall welfare and academic development (Pangatihon and

Tantiado, 2024). Not only that, Entero et al. (2025) highlighted that effective

communication among senior high school students is strongly connected to their

interpersonal skills, which are vital for academic and social success, as clear
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communication enables active participation in group discussions and collaborative

activities that enhance learning outcomes, while the development of social and

communication skills through group interactions fosters stronger relationships and a

supportive environment for both academic growth and personal development. Moreover,

Afable et al. (2022) emphasized that peer support, self-efficacy, and well-being of senior

high school students participating in online collaborative learning are important for

academic performance, as collaboration fosters enriching exchanges that extend beyond

learning gains to include the capacity to relate and share communication, thereby

demonstrating the role of group activities in developing interpersonal skills essential for

both academic and social growth. As well, collaborative learning approaches promote the

social growth of senior high school students by fostering consideration, understanding,

and respect for others in working together, as cooperative learning and problem-solving

tasks help build social relationships, confirming that group activities play a vital role in

developing learners’ social and relational skills (Iglip, Oreta, & Espiritu, 2024).

Lastly, Landicho et al. (2022) highlighted that through group activities, senior

high school students develop social skill such as communication, cooperation, and

socialization, which allows them to build positive relationships, work effectively with

peers, and adapt to social settings, ultimately supporting both their academic success and

personal growth.

Collaborative learning is widely recognized for helping students practice

communication, teamwork, and problem-solving, yet several issues hinder the

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development of these interpersonal skills. One major concern is unequal participation.

When some learners dominate group activities while others remain passive, students miss

opportunities to practice leadership, active listening, and respectful disagreement. This

imbalance reduces chances for all group members to strengthen their interpersonal

competence (Davidson, 2020). In addition, collaborative learning affects the learner's

satisfaction due to the unequal participation in a group (Straub, 2021). As stated by Karau

and Wilhau (2020), there are times and circumstances where people work less hard in a

group setting than when working alone, which has an impact on productivity.

Over dependence on peers can negatively affect interpersonal growth. When

students rely too heavily on stronger group members, they engage less in discussions,

avoid responsibility, and fail to develop confidence in expressing their own ideas (Wang

& Eccles, 2022). Besides, the way groups are formed, whether students choose their own

group or are randomly assigned, significantly affects both social bonds and collaboration

quality (Ramírez et al., 2023).

In the Philippines, Filipino culture also affects how students work together.

Values like "pakikisama" (getting along with others) and "hiya" (shyness) can help and

challenge collaboration. They promote harmony in groups, but at the same time, they can

stop students from giving honest feedback or disagreeing with others, which may limit

deeper discussions (Alipato, 2021). Additionally, while group work improves cooperation,

it often results in social loafing, where some students contribute less while relying on

more active members (De Vera, 2020). Another concern is that some students rely too

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much on their groupmates instead of thinking on their own. This dependence lowers

personal responsibility and keeps them from fully understanding the lessons (Magulod,

2020).

The use of small-group discussions among Senior High School students in Central

Luzon and discovered that this strategy did not significantly improve students’ English

oral communication self-efficacy. This suggests that cultural factors like "hiya" (shyness)

may discourage students from expressing their ideas openly, which limits the

development of interpersonal and communication skills (Tan et al., 2020). Similarly, a

study conducted among Grade 12 senior high school students found that group activities

in creative writing enhanced communication, collaboration, and critical thinking, but also

revealed challenges such as over-reliance on peers and occasional intragroup conflicts

(Antipolo, 2024).

A large body of literature has focused on how collaborative learning improves

students’ academic performance and involvement. According to Qureshi et al. (2023),

overall engagement in collaborative learning positively influences students’ academic

development. Another point is, several studies have emphasized the challenges students

encounter in group activities. Karau and Wilhau (2020) highlighted that there are

circumstances where individuals exert less effort in a group setting compared to when

working alone, which negatively affects productivity. There is a limited focus on the role

of collaborative learning in fostering interpersonal skills such as communication, conflict

resolution, empathy, and teamwork. This gap suggests the need for further research that

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describes the influence of collaborative learning in developing students’ interpersonal

skills.

The current study aimed to evaluate and report the following objectives: to

determine the demographic profile of Grade 12 Humanities and Social Sciences

(HUMSS) students in terms of age and sex; to identify the skills and abilities that

students may develop through participation in collaborative learning; to determine the

specific challenges encountered by students during collaborative learning; and to explore

the strategies employed by students to overcome challenges associated with collaborative

learning.

Notably, this study may serve as an eye-opener on how collaborative learning in

schools shapes students into better communicators, teammates, and community members.

how these experiences help young people develop empathy, confidence, and social

awareness. These interpersonal skills extend beyond the classroom, influencing how

students collaborate, resolve conflicts, and engage with the wider community. In the long

run, this may contribute to building a more respectful, understanding, and cooperative

society.

This research highlights the role of collaborative learning in developing

communication, teamwork, empathy, and conflict resolution skills among senior high

school students. These abilities are vital for success in diverse settings and help foster

unity, cooperation, and social responsibility. Ultimately, collaborative learning supports

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both academic growth and the formation of well-rounded individuals who can contribute

positively to society.

Literature Review

This section contains literature review that provides support on the current

investigation both directly and indirectly, the theoretical and conceptual framework , and

the research paradigm.

Abilities Gained from Collaborative Learning

Collaborative learning is important to improve interpersonal skills, which

promotes advantages for students. The exchange of diverse viewpoints, and the sharing of

knowledge, incorporating both individual and group tasks may be the most effective

strategy for developing well-rounded critical thinking skills in students. This balanced

approach enables learners to take advantage of the distinct benefits each type of activity

offers (Roque, 2025). Moreover, most students credited group work for their progress, as

it allows them to learn through peer explanations and different perspectives (Ataia &

Maayah, 2025). Additionally, participation in group-based activities, such as arts and

sports, is strongly linked to improvements in key social and emotional skills, including

teamwork, emotional control, social engagement, open-mindedness, and task

management (Nassar et al., 2024).

By exchanging ideas, tackling problems, and working together to find solutions,

students take an active role in their learning. This process allows them to co-construct

knowledge and collectively achieved learning goals (Ojie-Ahamiojie, 2024). Furthermore,

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people can develop and improve their social interaction skills, emotional regulation, and

active engagement in group settings. According to Imjai et al. (2024) communication and

interaction with society are essential skills for students in today’s interconnected world.

In addition, collaborative learning plays a crucial role in enhancing students’ social

interaction abilities by encouraging teamwork, active participation, and mutual

understanding (Ghavifekr, 2020). Lastly, collaborative learning significantly enhances

students’ ability to learn from feedback. In traditional higher education settings, feedback

is often delivered as a one-way communication, with students passively receiving

comments rather than actively engaging with them. However, when feedback becomes

part of a collaborative dialogue, students are more likely to develop critical thinking,

communication, and self-regulation skills, as they make sense of feedback collectively

and learn how to apply it effectively (Er et al., 2020).

In addition to the advantages of collaborative learning, group activities in higher

education offer significant potential for developing essential skills, as they encourage

collaborative knowledge-building and enhance interpersonal abilities that contribute to

deeper learning experiences (Herrera-Pavo, 2021). Moreover, moving from a content-

focused method of teaching to a learner-centered approach can improve both teaching

effectiveness and learning outcomes, while also fostering important skills linked to

student success (Kebede et al., 2024). According to Lai (2021) group dynamics

effectively is recognized as an important element that impacts students’ success in

project-based learning.

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In this study, collaborative learning proves to be an effective approach in

improving students’ interpersonal skills, critical thinking, and overall academic

development. By engaging in group activities, learners benefit from the exchange of

diverse perspectives, peer feedback, and shared problem-solving, which strengthens both

their cognitive and social abilities. Research highlights that collaborative environments

foster teamwork, emotional regulation, communication, and adaptability skills that are

essential in today’s interconnected society. Furthermore, shifting towards learner-

centered approaches and effectively managing group dynamics enhance not only student

engagement but also the quality of learning outcomes. Therefore, collaborative learning

is not just a strategy for academic achievement but also a vital avenue for preparing

students with the interpersonal and professional skills necessary for lifelong success.

Strengthened Teamwork

Collaborative learning is widely acknowledged as an effective educational

approach for strengthening teamwork skills among students. Numerous studies suggest

that learning in groups not only enhances academic understanding but also develops

essential interpersonal skills. Through structured group activities, students are given

opportunities to communicate, cooperate, and actively engage in the learning process.

According to Ganzalan (2025), collaborative learning is perceived as beneficial

not only for improving academic performance but also for enhancing teamwork,

communication, and student engagement. This finding establishes that collaborative

learning contributes significantly to both cognitive and social development. Supporting

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this claim, Pangantihon and Tantiado (2024) emphasized that collaborative learning

encourages students to work together, share responsibilities, and support one another,

thereby strengthening teamwork skills. Their study highlights the importance of

cooperation and shared accountability in achieving common goals.

From an international perspective, Wang (2024) reported that collaborative

learning provides richer learning experiences while fostering social interaction and group

cooperation key elements of effective teamwork. Similarly, Johnson and Johnson (2021)

argued that cooperative learning promotes positive interdependence among students,

enabling them to rely on one another when completing tasks. This interdependence

improves communication, coordination, and mutual support within groups. Furthermore,

Thongsuk (2024) found that engaging students in structured collaborative activities

enhances their communication, interaction, and problem-solving abilities, resulting in

stronger teamwork performance. Likewise, Estrella and Villocino (2025) concluded that

cooperative learning approaches significantly improve students’ social skills and

interpersonal cooperation, particularly when group tasks require shared planning and

collective responsibility.

In this study, collaborative learning was found to effectively strengthen teamwork

by helping students communicate, cooperate, and solve problems together. It also

encourages sharing responsibilities and working toward common goals. To make

teamwork more successful, it is important to assign clear roles, promote active

participation, and provide guidance so that all students contribute fairly.

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Improved Communication Skills

Collaborative learning has been shown to improve students’ communication skills

in different educational settings. Dahan (2025) found that using collaborative reporting

activities helped students speak more clearly and confidently, showing that collaborative

learning allows learners to express their ideas better. Similarly, Adan and Libago (2025)

reported that Filipino college students who participated in collaborative learning

experienced improved communication and language skills through active peer interaction

and shared discussions.

Another local study by Nurmawadi et al. (2025) highlighted that collaborative

learning gives students more chances to discuss, share ideas, and listen to others, which

strengthens both verbal and non- verbal communication. In an international context, Insih

et al. (2025) found that structured collaborative learning significantly enhanced

interpersonal communication, helping students gain confidence in expressing their

thoughts, listening to peers, and supporting discussions. Puspawati and Zaheera (2025)

also showed that online collaborative learning through digital platforms improves

communication by giving students more opportunities to share ideas, clarify meaning, and

participate in meaningful discussions. Lastly, Alcivar Loor et al. (2024) reported that

cooperative and collaborative learning activities, including peer interactions, role-plays,

and group discussions, help students strengthen their oral communication and speaking

abilities.

In this study, collaborative learning was found to effectively improve students’

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communication skills. Both local and international research show that engaging in group

discussions, peer interactions, role-plays, and structured collaborative tasks helps learners

express ideas more clearly, listen actively, and gain confidence in sharing their thoughts.

These findings suggest that collaborative learning is an effective strategy for enhancing

students’ ability to communicate and participate confidently in group activities.

Enhanced Leadership

Developing leadership skills is an essential part of students’ overall growth, and

collaborative learning has been shown to be an effective strategy for fostering these

abilities. According to Arifin and Abidin (2025), collaborative learning significantly

enhances students’ leadership skills, with both intrinsic and extrinsic motivation

supporting learners in taking on leadership roles effectively.

A local study by Hussain et al. (2025) found that students who participated in

structured collaborative learning activities showed notable improvements in leadership,

including organizing group tasks, making decisions, and motivating team members.

Similarly, Gallardo et al. (2025) observed that cooperative learning increased pre-service

teachers’ self-perception of leadership skills, particularly in decision-making and guiding

peers during group activities. Collaborative learning has also been recognized

internationally as a powerful approach to developing leadership skills. Zhang and

Plonsky (2023) reported that leadership behaviors naturally emerged during collaborative

writing tasks, as students took responsibility for organizing ideas, guiding peers, and

coordinating group work. Thawilphrai et al. (2024) further demonstrated that educational
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interventions focused on collaborative leadership significantly improved students’

performance and ability to lead group activities. Moreover, according to Pagutayao et al.

(2025), students exposed to collaborative learning exhibited high levels of leadership

skills, suggesting that collaborative methods help learners take initiative, coordinate with

peers, and practice leadership effectively, even in fields such as medicine where

teamwork and decision-making are critical.

In this study, collaborative learning was found to help students improve their

leadership skills. Both local and international research show that working in groups and

taking part in collaborative tasks helps students take initiative, organize activities, make

decisions, and guide their classmates. This suggests that collaborative learning is a useful

way to prepare students to be good leaders and work well with others, even in

challenging fields like medicine.

Challenges in Collaboration

In this generation collaborative learning plays a vital role in students’ academic

performance. However, group projects often encounter issues of unequal participation,

where some students carry heavier workloads while others contribute less, resulting in

frustration and disengagement (Feng, Gibson, & Gašević, 2025). According to Mande,

Proske & Narciss (2020) all of these obstacles can obstruct the development of shared

understanding, ultimately interfering with the collaboration learning experience.

Moreover, collaborative tasks particularly high-stakes or remote ones can

heighten student anxiety, stress, and withdrawal due to workload concerns and fear of

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negative peer judgment, which negatively affect participation and outcomes. The

design of collaborative tasks and workload distribution significantly influence student

well-being (Siddiquei & Kathpal, 2021). Additionally, variations in ability,

preparation, and language proficiency within groups may cause imbalance: stronger

students tend to dominate, while weaker students become passive (Suyato et al., 2024).

Social challenges such as poor coordination, unclear roles, limited communication skills,

and interpersonal conflict also hinder the effectiveness of collaboration. Without

sufficient teacher guidance, students often struggle to assign roles, provide

constructive feedback, and resolve conflicts (Salminen et al., 2024).

According to Salarvand Mousavi et al. (2023), students encounter several issues

in collaborative learning such as weak participation and communication, class

management difficulties, low motivation, lack of innovation, and ineffective assessment

of students, these said issues above were among the biggest problems or issues of

students regarding collaborative learning which hinder the overall effectiveness of their

learning. Additionally, students may see group activities as merely a routine task, opting

for individual work rather than meaningful collaboration. Often due to low confidence,

lack of interest, or belief that group work is insufficient (Wu,Y. 2023). Furthermore,

when students develop weaker patterns of collaboration, it often leads to conflict or

misunderstanding. It also affects the overall quality of the group task and its outcome

(Han & Ellis 2021). In addition, many students preferred individual work rather than

collaborative work (Vogel N, Wood 2023). Lastly, in English-speaking classes, students’

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participation in collaborative speaking tasks was often reduced due to limited vocabulary,

confusion about grammar rules such as tense usage, and anxiety about making

pronunciation mistakes. This significantly hindered the students’ willingness to

participate in collaborative activities (Mai, 2024).

In this study, the discussion highlights that while collaborative learning offers

significant academic and interpersonal benefits, it also presents challenges that may

hinder its effectiveness if not properly addressed. The review emphasizes recurring issues

such as unequal participation, social loafing, weak communication, lack of motivation,

and difficulties in managing group dynamics. Furthermore, factors like varying student

abilities, language barriers, and fear of negative peer judgment contribute to

disengagement and reduced learning outcomes. By synthesizing recent findings, this

study contributes to the understanding that successful collaborative learning requires

intentional design, clear role distribution, teacher facilitation, and supportive strategies to

manage workload and interpersonal conflicts. This perspective underscores the

importance of improving collaborative structures in order to maximize both the academic

and social gains of students.

Unequal Participation

It was observed both internationally and locally that one of the most common challenges

in collaborative learning is unequal participation. It occurs when some students carry

heavier workloads while others contribute less, which often leads to frustration,

disengagement, and reduced group productivity (Feng, Gibson, & Gašević, 2025).

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Recognizing this issue is crucial because balanced participation is key to achieving

meaningful collaboration and learning outcomes. According to Proske and Narciss

(2020), unequal participation happens when students contribute less due to insufficient

preparation or lower prior knowledge, hindering the development of a shared

understanding within the group. Additionally, variations in ability, preparation, and

language proficiency can create an imbalance, stronger students may dominate

discussions, while weaker students remain passive (Suyato et al., 2024). Salarvand

Mousavi et al. (2023) also identified other related challenges, including weak

participation, poor communication, class management difficulties, low motivation, lack

of innovation, and ineffective assessment, all of which limit the effectiveness of

collaborative learning. In the Philippine context, similar patterns have been observed.

Laus et al. (2024) reported that dominance by certain group members and concerns about

unfair grading reduce the effectiveness of group work. Likewise, Cadorna et al. (2020)

found that inconsistent participation among students reflects unequal contributions and

engagement during collaborative activities.

In this study, the discussion highlights that while collaborative learning provides

significant academic and social benefits, unequal participation remains a major hindrance.

When some students contribute less than others, it can compromise group

cohesion,learning outcomes, and overall engagement. Addressing this challenge requires

intentional strategies such as clear role distribution, active teacher facilitation, and

supportive measures to encourage balanced contributions from all members.

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Conflicts Among Group Members

Another common challenge in collaborative learning that can disrupt both group

dynamics and learning outcomes is conflict among group members. According to

Johnson and Johnson (2021), disagreements and interpersonal conflicts within teams can

reduce cooperation, lower motivation, and negatively impact task performance.

Recognizing the sources and effects of conflict is essential to ensure effective

collaboration.

International research identifies several social challenges that contribute to

conflict, such as poor coordination, unclear roles, limited communication skills, and

interpersonal disagreements. Without sufficient teacher guidance, students often struggle

to assign roles, provide constructive feedback, and resolve conflicts (Salminen et al.,

2024). Moreover, weak collaborative habits can exacerbate misunderstandings and

tension, ultimately affecting the quality of the group’s work (Han & Ellis, 2021).

Conflicts arising from workload distribution and peer pressure further hinder

participation (Siddiquei & Kathpal, 2021). Vogel and Wood (2023) also emphasized that

disagreements over roles and unequal contributions negatively influence both

engagement and the overall group experience. In the Philippine context, Flores (2025)

found that senior high school students often faced difficulties due to unclear roles and

responsibilities, which triggered conflicts and obstructed cooperative efforts. Similarly,

Pocheco (2025) observed that challenges in expressing ideas and maintaining harmonious

relationships led to conflicts, making it harder for students to complete assigned tasks.

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In this study, the discussion emphasized that conflict among group members is a

significant hindrance to effective collaborative learning. Recurring issues such as unclear

responsibilities, poor communication, and disagreements over workload reduce

participation, disrupt group cohesion, and negatively affect learning outcomes. It suggests

that successful collaboration requires strategies like clear role assignment, teacher

facilitation, and fostering constructive communication and conflict resolution among

group members.

Low Self-confidence

Hindrances to effective collaboration also include low self-confidence, which can

limit students’ willingness to actively participate and contribute. According to Bandura

(2021), students with low confidence often avoid engaging in group tasks, which limits

their learning opportunities and the overall success of collaborative activities.

Recognizing the impact of self-confidence is essential for fostering meaningful

collaboration.

International studies highlight how low confidence discourages active

engagement in group work. Wu (2023) found that some students perceive group activities

as routine tasks and prefer to work individually rather than collaborate meaningfully. In

English-speaking classes, participation in collaborative speaking tasks is often reduced

due to limited vocabulary, uncertainty about grammar rules, and anxiety over

pronunciation mistakes, which hinders students’ involvement (Mai, 2024). Low self-

confidence can also prevent students from contributing actively, ultimately affecting the

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overall effectiveness of collaboration (Zhang, Li, & Thompson, 2025). In the Philippine

context, similar patterns have been observed. Peling (2025) noted that some learners

struggle to show confidence, which reduces their ability to participate meaningfully in

group tasks. Lomotos Jr. and Tagadiad (2024) reported that lower levels of online

learning self-efficacy, including confidence in engaging with peers, can decrease student

engagement in collaborative and social learning environments among college students.

Additionally, Irinco (2025) stated that students’ limited confidence and fear of making

mistakes contribute to low participation and engagement during collaborative classroom

activities.

In this study, the discussion emphasized that low self-confidence is a critical

hindrance to effective collaborative learning. Students’ fear of making mistakes, limited

skills, and lack of confidence can reduce participation, weaken group cohesion, and

compromise learning outcomes. Addressing this challenge requires supportive strategies,

including confidence-building activities, teacher guidance, and opportunities for safe and

meaningful participation in group tasks.

Overcoming Barriers in Collaboration

In senior high school, cooperative learning is widely recognized as an essential

approach in developing students’ interpersonal skills. To prevent stronger students from

dominating and weaker students from becoming passive, the literature recommends

intentionally mixed-ability grouping with scaffolded support: differentiated roles,

stepwise task complexity, peer tutoring structures, and just-in-time instructor prompts

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(Ray, 2024). According to Saqr et al. (2024), giving groups well-structured tasks and

clearly defined roles reduces confusion and helps balance participation. Teachers and

instructional designers are advised to break large projects into smaller, time-bounded sub-

tasks, and to assign rotating roles (e.g., facilitator, recorder, timekeeper) so that

responsibilities and expectations are explicit. Studies analyzing group structure and

emergent roles find this approach improves accountability and the quality of interaction.

Therefore, giving shy students specific low-pressure roles (such as note-taker or

timekeeper) helps them build confidence before transitioning to speaking roles. Rotating

roles gradually encourages all members, including shy students, to contribute without

feeling overwhelmed (Reynolds et al., 2021). Moreover, the importance of active teacher

scaffolding modeling collaboration, coaching conflict resolution, monitoring group

progress, and intervening when dynamics falter (Kraatz, 2024).

In addition to structured roles, researchers highlight the value of communication-

focused interventions to enhance cooperation. Integrating a lesson-embedded training for

transactive communication that consists of instruction, structured exercises, and feedback

in curriculum-related group tasks can enable senior high school learners to improve their

interpersonal skills through increased participation in peer interactions and collaborative

dialogue (Jurkowski et al., 2024). Similarly, Pérez, Fernandez, & Gallego (2021) stated

that an 8-week cooperative learning intervention can help solve issues related to

developing interpersonal skills among senior high school students regarding teamwork,

self-approach goals, and emotional intelligence. Cooperative learning practices that

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promote cultural diversity and individual accountability can also resolve issues of

interpersonal skills compliance among senior high school students by integrating respect

for others, accountability, and group inclusion (Zhou & Colomer, 2024). The Jigsaw

method is a useful intervention for developing the interpersonal skills of senior high

school students through collaboration, shared accountability, and constructive

communication as part of group work (Drouet, Kaestner & Margas, 2023). According to

Cardinez et al. (2024), fostering a positive attitude toward cooperative learning,

particularly by cultivating positive interdependence, individual and group accountability,

and face-to-face promote interaction within group activities, can effectively enhance

interpersonal skills among senior high school students. In the same way, Willis (2021)

highlights that designing group tasks that require genuine collaboration where students

must depend on each other to succeed can effectively foster interpersonal skills such as

communication, empathy, and social awareness among senior high school students.

In this study, cooperative learning serves as a powerful approach for enhancing

interpersonal skills among senior high school learners. By employing practices such as

assigned roles, guided activities, and engaged teacher facilitation, the students engaged in

meaningful collaborative work. Interventions such as transactive communication training,

the Jigsaw method, and cooperative learning tasks that encourage cultural diversity and

individual accountability further strengthens teamwork, empathy, and emotional

intelligence. Students who have a positive attitude towards working with others not only

perform better academically but also develop interpersonal skills that prepare them for a

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lifetime of personal and career growth.

Clear Role Distribution

Collaborative learning has become an essential approach in modern education,

emphasizing teamwork, communication, and shared problem-solving. Within this

framework, clear role distribution is a key strategy to ensure that each group member

contributes effectively, understands their responsibilities, and engages meaningfully with

peers. By defining specific roles in group tasks, educators can prevent social loafing,

promote accountability, and foster a supportive environment where students develop both

academic and interpersonal skills.

Cagatan and Quirap (2024) showed that predefined roles in group activities

increased peer collaboration, reduced unequal contributions, and strengthened trust and

dialogue among students. Similarly, when students understand their responsibilities, they

are less likely to slack off and more effective in working together, as noted by Delos

Santos and Malcampo (2025). Assigning specific roles also encourages shared reflection

and empathy, improving interpersonal skills (Roble-Barrientos, 2025). In college English

programs, Rusticus and colleagues (2023) found that role distribution prevented uneven

workloads, boosted engagement, and enhanced social skills through balanced group

dynamics. Evidence from K-12 settings shows that clear role assignments promote

prosocial behaviors and mutual support (Gillies, 2022), while in virtual learning

environments, Rubin (2020) highlighted that Collaborative Online International Learning

(COIL) with defined team roles fosters intercultural negotiation and sensitivity.

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In this study, clear role distribution is emphasized as a strategy for successful

collaborative learning. Assigning specific responsibilities ensures that group members

contribute evenly, communicate effectively, and develop social and interpersonal skills

alongside academic performance. By implementing this strategy, educators can foster

productive, supportive, and engaging learning environments that benefit students both

individually and collectively.

Active Listening and Respect for Other’s Opinion

Active listening and respect for others’ opinions are essential strategies for

effective collaborative learning. These strategies guide students to engage meaningfully,

recognize diverse perspectives, and participate constructively in group discussions.

Techniques such as paraphrasing, reflective listening, and structured turn-taking help

students internalize the value of listening carefully and responding thoughtfully, fostering

an environment of trust and empathy (Torres & Silva, 2024).

Implementing these strategies in practice has shown multiple benefits for

collaboration and social development. Paraphrasing exercises during group discussions

build mutual validation, increasing peer empathy (Torres & Silva, 2024), while structured

respect protocols reduce opinion suppression and improve overall team effectiveness,

particularly in virtual or mixed learning settings (Ramos, 2025). Reflective listening

modeled by facilitators encourages students to appreciate differing viewpoints,

supporting more introverted learners in expressing their ideas (Lopez & Cruz, 2022).

Active listening scaffolds in peer review processes have been used to enhance respect for

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novice contributions and improve constructive feedback (Imhof, 2021). Validation

strategies in group seminars foster tolerance for differing perspectives and epistemic

humility (Weger et al., 2023), and explicit respect training with structured turn-taking

improves attentive listening and equitable participation in inquiry-based groups (Kluge,

2024). Together, these strategies promote communication skills, empathy, and mutual

understanding in collaborative learning.

In this study, active listening and respect for others’ opinions are emphasized as

strategies for fostering effective collaboration. By integrating paraphrasing, reflective

listening, validation, and structured turn-taking, students are guided to communicate

thoughtfully, engage with diverse perspectives, and participate equitably. These strategies

create a learning environment where interpersonal skills are strengthened, and all

opinions are acknowledged and valued.

Openness to Feedback and Self-improvement

Openness to feedback is an essential strategy for enhancing collaborative learning.

When students are receptive to constructive input from peers, they can use feedback to

improve their contributions and engage more effectively in group tasks. Feedback self-

efficacy supports this process by helping learners apply suggestions accurately, ensuring

that openness translates into tangible improvements that benefit the team (Yan & Brown,

2025). Jonsson and Panadero (2023) highlighted that students’ willingness to act on

feedback strengthens self-regulated learning and allows them to adjust their contributions

to group activities in line with collective goals.

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In practice, strategies that foster openness to feedback enhance both individual

and group performance. Moderated receptiveness to peer feedback encourages innovation

and supports continuous self-improvement within collaborative projects (Wang et al.,

2025). Structured self-feedback strategies guide learners to monitor, evaluate, and refine

their work, leading to more effective participation in team tasks than relying solely on

peer input (Lipnevich et al., 2025). Similarly, openness to managerial or facilitator

feedback correlates with motivational self-improvement when suggestions are clear and

actionable, enabling students to apply strategies that strengthen both personal and group

outcomes (DeNisi & Murphy, 2020; Cavanagh, 2020). By cultivating these skills,

students not only improve their own performance but also contribute to a more

productive, responsive, and cohesive learning environment.

In this study, openness to feedback and self-improvement are emphasized as

strategies for collaborative learning. Encouraging students to actively seek, reflect on,

and apply feedback allows them to enhance their contributions to group tasks, support

peers, and maintain effective communication. Integrating these strategies helps learners

develop the self-regulation, adaptability, and interpersonal skills needed to succeed in

collaborative settings, ensuring that both individual and collective learning goals are

achieved.

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Theoretical Framework

This study is supported by theories to assist the researcher to create meaningful and

generalized findings and also to identify the variables with regards to factors that may

lead to less productivity.

Lev Semyonovich Vygotsky Theory of Cognitive Development

Vygotsky’s 1978 Theory of Cognitive Development explains that children learn

how to think through their interaction with others. Cognitive Development stems from

social interactions and culture in the development of the child’s thinking and learning. He

believed that children learn best through guided participation with more knowledgeable

individuals, such as teachers or peers. His key ideas include the Zone of Proximal

Development, where learning occurs just beyond a children’s current skills with guidance

and the crucial role of language in shaping thinking.

The concept of the zone of proximal development explains how children improve

their thinking skills by gradually needing less help with tasks. This theory supports using

cooperative learning in the classroom, where students work together to enhance learning.

Cooperative learning, with its five key elements (Positive interdependence, face-to-face

interaction, individual accountability, small groups, and interpersonal skills). These help

structure social and cultural experiences effectively in education.

Lastly, this theory emphasizes that children learn intellectual skills and concepts

through interactions with more knowledgeable members of society, such as adults or

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other children. Proving the influence of culture and language on how a child thinks,

learns, and sees the world. In this theory, Vygotsky introduced a very important concept

that is the Zone of Proximal Development (ZPD), which explains the gap in what a

learner can do alone and with some mediated help. Support through proper instruction

allows learners to perform tasks slightly above their current level of functioning. The aim

of this approach is to help them get through it, while starting to do things on their own

and build confidence.

This study employs Vygotsky theory to analyze how social interaction and

guided learning support cognitive development that in the end leads to gains in the

performance of academic development. This theory is related to the present study as it

aligns closely with our research topic, as it highlights how social interaction is essential

for cognitive and personal development. Group activities provide the ideal environment

for students to learn from one another through collaboration, which mirrors Vygotsky’s

idea of the Zone of Proximal Development (ZPD) where learners develop skills best with

guidance from more capable peers. These interactions help strengthen communication,

empathy, and cooperation key components of interpersonal skills. Language, another

element in Vygotsky’s theory, is constantly used and developed during group activities,

enhancing both social and cognitive growth. Therefore, group activities serve not only as

learning tools but also as platforms for meaningful peer interaction that shape students’

interpersonal competence.

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Conceptual Framework

Figure 1. Paradigm of the Study

The conceptual framework presented in this study illustrates the relationship between

collaborative learning and the development of interpersonal skills among Senior High

School students. Figure 1 outlines the flow from the students’ profile, through the

collaborative learning process, and toward the expected outcome enhanced interpersonal

skills.

The first component, Student Profile (Input), includes key factors such as age,

sex, prior experiences with group work, preferred learning styles, and the frequency of

collaborative tasks in their academic setting. These elements provide a foundation for

understanding how individual differences may influence the development of

interpersonal skills through collaborative learning.

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The Process section highlights the methodological steps used to gather data.

These include preparing and distributing a survey to potential respondents, obtaining

consent from the school principal, and conducting face-to-face administration of the

survey to Senior High School students. After collection, the responses are compiled,

analyzed, and presented through visual data representations such as graphs. The data is

then evaluated and interpreted to inform the study’s conclusions and recommendations.

Finally, the Output section presents the results of the study, offering a

comprehensive understanding of how collaborative learning impacts the interpersonal

skills of Senior High School students. These findings aim to provide educational officials

with insights that can inform policies and programs that promote social interaction,

communication, and teamwork within the academic environment.

Statement of the Problem

This study aimed to assess and report on the influence of collaborative learning in

developing interpersonal skills among senior high school students at Pampanga High

School.

Specifically, it sought to answer the following questions:

1. How may the Grade 12 students’ Humanities and Social Sciences strand be

described in terms of:

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1.1 age, and

1.2 sex?

2. To what extent do the student-respondents agree that abilities can be acquired through

participation in collaborative learning in terms of the following:

2.1 strengthened teamwork,

2.2 improved communication skills, and

2.3 enhanced leadership?

3. To what extent do the student-respondents agree that specific challenges are

encountered in collaborative learning in terms of the following:

3.1 unequal participation,

3.2 conflicts among group members, and

3.3 low self-confidence?

4. To what extent do the student-respondents agree that strategies can be employed in

collaborative learning in terms of the following:

4.1 clear role distribution,

4.2 active listening and respect for others’ opinions, and

4.3 openness to feedback and self-improvement?

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Scope and Limitations of the Study

The focus of this study was to describe the interpersonal skills and collaborative

learning of Grade 12 Humanities and Social Sciences (HUMSS) students at Pampanga

High School (PHS) during the school year 2025–2026. Specifically, this study aimed to

describe the skills and challenges students encountered, as well as the strategies they used

to improve their interpersonal and cooperation skills. The students’ responses regarding

collaborative learning were based on their general experiences in school and were not

limited to any specific subject area. The study was expected to be completed by the end

of the current semester.

The scope of the study was limited to Grade 12 Senior High School students and

did not include other grade levels, teachers, or school administrators. It did not examine

external factors such as environmental or cultural influences, nor did it include students

who were not engaged in collaborative learning. Furthermore, the results of this study

could not be generalized to students from other grade levels, schools, or locations.

Although this study was bound by certain limitations, it still served as a

foundation or reference for further research. Future researchers could build on this work

to explore more deeply the relationship between students’ interpersonal skills and their

collaborative learning experiences.

Significance of the Study

The findings of this study may contribute by highlighting the importance of

understanding the challenges and opportunities in collaborative learning. In addition,

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these findings can be used to develop strategies that enhance students’ interpersonal skills,

such as communication, teamwork, and leadership skills. This study holds significance

for the following:

Students. This study is notable and beneficial for students as it helps them

recognize the advantages of participating in collaborative learning, enabling them to build

stronger relationships with peers and enhance their ability to work collaboratively.

Moreover, it highlights the development of skills in both interpersonal communication

and collaborative learning. In addition, this study can support students in their academic

journey and provide valuable insights that serve as opportunities for growth.

Teachers. This research provides teachers with valuable insights into how group

activities contribute to the development of students’ interpersonal skills. By

understanding the impact of collaborative tasks, teachers can design classroom strategies

that encourage teamwork, communication, and problem-solving. Furthermore, it allows

teachers to identify the strengths and weaknesses of their students in social interaction,

making it easier to guide them toward positive peer relationships. Additionally, this study

can enhance teaching methodologies by offering effective approaches that foster active

participation, cooperation, and respect among students during group-based learning

activities.

Educational Officials. This study offers educational officials’ insights into how

collaborative learning can support the development of students. The findings can help

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inform curriculum planning, student development programs, and broader educational

policies aimed at fostering well-rounded, socially capable learners prepared for both

academic and real-world challenges.

Parents. This study may serve as an eye-opener for parents regarding the

difficulties their children face in developing interpersonal skills. Additionally, the

findings can inform parents about various collaborative activities, helping them better

understand students’ experiences and provide appropriate support to their children.

Community. This research is significant to the community as it emphasizes

collaborative learning as a way to establish senior high school students’ interpersonal

skills. By promoting teamwork, resilience, and interpersonal skills, the community gains

future citizens who are socially responsible, collaboratively competent, and can work

with, and include others more effectively, leading to stronger engagement, cooperative

problem-solving, and inclusive participation in local initiatives. Furthermore, this study

highlights the values of collaboration and the social development of human beings

through collective development, thus contributing to the community’s social bonds and

overall development.

Future Researchers. This study is important for future researchers because it can

serve as a guide for similar studies about group activities and interpersonal skills. It

provides useful information that they can use to improve their own research. The findings

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may also help them discover new ideas and better ways to study the topic. Overall, this

research can be a helpful reference for those who want to explore related studies in the

future. It may also inspire them to create new strategies that further enhance students’

teamwork and communication skills. Lastly, this study can contribute to a deeper

understanding of how group activities affect students’ personal and social development.

Researchers. This study is beneficial for researchers. It may provide additional

information in regard to the student’s interpersonal skills and collaborative learning.

Moreover, the gathered data may be useful as a guide for them to create new studies and

to compare, improve or expand their ideas in their own research. It can also help them see

the strengths and weaknesses of collaborative learning, which may inspire them to design

or find better strategies and possible solutions. This research may open new opportunities

for deeper studies that focuses on enhancing sudents’ skills and learning experiences and

it may also help the researchers to gain valuable insights that they can use for future

opportunities in professional field.

Definition of Terms
Conceptual and operational definitions were established to clarify the concepts discussed

in the study.

Academic Performance is the extent that a student, teacher, or institution has

achieved its short- and long-term educational objectives and is evaluated via either

cumulative grade point average (CGPA) or continuous assessment (Hailu et al., 2024).

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In this study, the term is used by researchers to refer to the measurable outcomes

of students’ learning, usually evaluated through grades, test scores, class participation,

and completion of academic tasks.

Collaborative Learning is a process in which people regularly share perspectives

and skills to solve problems, complete tasks, or build understanding through collaborative

interaction and shared responsibility (Anderson, 2024).

In this study, the term is used by the researchers to refer to the process of learning

and completing the tasks through collaborating with others.

Interpersonal Skills also known as people skills, are the skills or abilities that

allow a person to effectively communicate with others, collaborate with others, and

develop a positive relationship with others. Interpersonal skills include such qualities as

active listening, empathy, collaboration, adaptability and conflict resolution (Herrity,

2024).

In this study, the term is used by the researchers to refer to the ability to

communicate, collaborate and socialize with others.

Senior High School refers to the two-year educational stage under the

Philippine K-12 Program that equips learners with non-cognitive skills to prepare them

for higher level education and demands of a knowledge-based economy (Mortiz &

Digamon, 2023).

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In this study, the term is used by the researchers to learners enrolled in Grade 11

and 12 under the K-12 basic education curriculum.

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METHODOLOGY

This study employed a quantitative research approach. Quantitative research

systematically develops knowledge by testing assumptions through hypothesis formation,

measurement, and analysis of numerical data. It seeks to quantify data by asking

questions such as "how many," "how long," and "how much," allowing researchers to

generalize findings from a sample to a larger population (Ghanad, 2023). Quantitative

research also allows precision, objectivity, and generalizability, supports evidence-based

decision-making, and even informs future methodology (Munther et al., 2024). This

structured methodology highlights the value of quantitative research as a form of

producing clear and reliable answers to research questions.

Research Design

Descriptive research plays an important role in studying and understanding

phenomena, as it presents an accurate picture of what is happening without altering the

variables. The descriptive approach allowed researchers to thoroughly examine the

various aspects of cooperative learning, contributing to a comprehensive understanding

of the opportunities, challenges, and strategies students experience in developing their

interpersonal skill. According to Singh (2023) descriptive research design is a useful

method that allows researchers to describe the characteristics of a population, subject, or

phenomenon. It works by carefully observing, recording, and organizing information,

which helps create a clearer picture of the topic being studied. This approach allows

researchers to gather detailed and reliable information that enhances comprehension of

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the topic. By providing accurate accounts of behaviors or conditions, descriptive research

offers insights that not only deepen understanding but also serve as a foundation for

future studies. Furthermore, because of its structured way of capturing details, it is often

considered a starting point for further inquiry, ensuring that later research builds on solid

evidence and contributes meaningfully to the research process (Sirisilla, 2023).

Sampling

The respondents of this study were Grade 12 Senior High School students from

Pampanga High School, City of San Fernando, Pampanga. The study focused on three

hundred fifty-six (356) respondents enrolled in the First Block and Second Block of the

Humanities and Social Sciences (HUMSS) strand during the Academic Year 2025–2026.

The respondents were selected using the cluster sampling technique. Cluster sampling

was implemented by grouping the population into clusters based on (1) strand (HUMSS,

ABM, STEM, TVL, and GAS) and (2) blocks within the randomly selected strand. All

strands and blocks were written on separate pieces of paper, placed into two different

bowls, and randomly drawn. As a result, the First and Second Block of the Humanities

and Social Sciences (HUMSS) strand was selected as the study group.

The sample size was determined using Raosoft Software to ensure an adequate

and statistically reliable number of respondents representing the Grade 12 population.

This approach ensured that the sample accurately reflected the characteristics of Grade 12

Senior High School students while maintaining randomness in the selection of

respondents. According to Simkus (2023), the primary purpose of cluster sampling is to

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reduce the number of respondents needed when the target population is too large to study

in its entirety. Furthermore, cluster sampling is an effective method in educational

research as it allows for efficient data collection from large populations while ensuring

that the results remain representative (Ahmad et al., 2025).

Population

Table 1

Population of the Grade 12 HUMSS Student’s 1st Block

Grade Level Section Male Female Total

12 HUMSS 1 20 20 40

12 HUMSS 2 20 18 38

12 HUMSS 3 18 16 34

12 HUMSS 4 20 20 40

12 HUMSS 5 19 18 37

TOTAL 97 92 189

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Table 1.2

Population of the Grade 12 HUMSS Student’s 2nd Block

Grade Level Section Male Female Total

12 HUMSS 06 20 20 40

12 HUMSS 07 13 16 29

12 HUMSS 08 20 18 38

12 HUMSS 09 16 17 33

12 HUMSS 10 11 16 27

TOTAL 80 87 167

Research Instrument

For the research instrument, the researchers employed a validation form to

evaluate the reliability, accuracy, and overall credibility of the data collection method.

This form was reviewed, checked, and validated by the research adviser and a panel of

experts to ensure the clarity, relevance, and appropriateness of the items. It included a

series of structured questions that enabled the researchers to examine the consistency and

validity of the instrument more thoroughly.

The data were collected using a researcher-made survey questionnaire. The items

were developed through a review of related literature and studies, as well as other sources

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such as journals and articles, ensuring that all items were properly aligned with the

research objectives. A survey questionnaire is a widely used structured tool for obtaining

close-ended responses from respondents.

The questionnaire consists of thirty-eight (38) items divided into four (4) parts.

The first part consists of two (2) items pertaining to the demographic profile of the

respondents in terms of age and sex. The second part consists of twelve (12) items

pertaining to the abilities acquired by the students through collaborative learning,

particularly in developing their interpersonal and cooperation skills. The third part

consists of twelve (12) items pertaining to the challenges encountered by the students in

collaborative learning activities. The fourth part consists of twelve (12) items pertaining

to the strategies employed by the students to overcome the challenges they experience in

collaborative learning. The respondents answered the questionnaire using the following

four-point Likert scale: 4 – Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly

Disagree.

Validity and Reliability of the Instrument

For validity purposes, the researcher’s instrument was checked and scrutinized by

three experts. The first expert holds a doctorate degree. Another expert in the field is a

master teacher teaching the Research subject. The third expert is an English teacher

specializing in teaching the English language. All these experts scrutinized the material,

the appropriate user’s level, and the grammar content of the researcher-made survey

questionnaire.

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The reliability of the instrument was assessed through Coefficient Alpha, also

known as Cronbach's Alpha. The coefficient alpha is a statistical measure used to assess

the internal consistency of a scale. The coefficient alpha sample comprised 10

respondents who participated in collaborative learning.

The first part of the instrument dealt with the abilities that can be acquired by

Grade 12 Humanities and Social Sciences (HUMSS) students through participation in

collaborative learning in terms of strengthened teamwork, improved communication

skills, and enhanced leadership skills. The Cronbach's Alpha coefficient obtained in this

part was 0.977.

The second part of the instrument dealt with the challenges encountered by the

respondents in terms of unequal participation, conflicts among group members, and low

self-confidence. The Cronbach's Alpha coefficient obtained in this part was 0.097.

The last part of the instrument dealt with the strategies employed by the student-

respondents to overcome the challenges in collaborative learning. The Cronbach's Alpha

coefficient obtained in this part was 0.80.

Ethical Considerations

This study strictly adhered to ethical research standards to ensure that the rights,

dignity, and well-being of the respondents were protected. Safety measures were

observed to guarantee the protection of both the researchers and the respondents. All

information collected was used solely for school or research purposes. The researchers

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were expected to follow these rules to remain fair and honest with everyone involved.

Responses from the survey questionnaire were accessible only to the research teacher and

the researchers, ensuring the privacy and confidentiality of the information gathered.

Proper procedures were observed before, during, and after data collection.

Data Gathering Procedures

The data collection procedures started by sending an official letter to

Ma’am Marilen A. Calma, the principal of Pampanga High School. After assuring the

acceptance of the letter of permission from the head of the school, survey

questionnaires with consent forms for the approval of the respondents were

personally distributed and collected through face-to-face interaction. As mentioned by

Fabian (2023), face-to-face surveys provided deeper insights through direct

interaction with respondents. Additionally, descriptive statistics provided

foundational data summaries that helped researchers visualize data characteristics and

relationships before conducting further analysis (Qualtrics, 2024).

Statistical Treatment of Data

To answer the problems presented in this research, the following statistical

treatments were employed by the researchers:

To assess Statement of the Problem Number 1, which focuses on the demographic

profile of the Grade 12 Humanities and Social Sciences (HUMSS) students, including

age and sex, Frequency and Percentage were used by the researchers.

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THE INFLUENCE OF COLLABORATIVE LEARNING

For Statement of Problem Numbers 2, 3, and 4, the researchers used the

Weighted Mean to determine the abilities acquired, challenges faced, and strategies

employed by the students to overcome challenges in collaborative learning.

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