ABSTRACT

The study aimed to determine the relationship between students’ academic performance and their attitude toward Cooperative Learning (CL). Specifically, it sought to examine the effectiveness of CL in enhancing both the academic achievement and learning attitudes of students, thereby supporting the continued integration of this approach in classroom instruction. The study employed a random sampling technique and involved Senior High School Set-A students of St. Paul University Philippines. A 25-item survey questionnaire was utilized to quantitatively assess students’ attitudes toward Cooperative Learning, focusing on their affective responses to collaborative learning experiences. The effectiveness of CL was further evaluated by correlating students’ attitudes with their academic performance. Results revealed that students demonstrated generally favorable attitudes toward Cooperative Learning, indicating that they value collaboration, shared responsibility, and peer interaction in the learning process. Moreover, statistical analysis showed a very weak but positive relationship between students’ academic performance and their attitudes toward CL, suggesting that while cooperative learning contributes positively to engagement and motivation, its direct impact on academic achievement may be influenced by other factors. The findings underscore the importance of sustaining and refining the use of Cooperative Learning in classroom instruction. Educators are encouraged to design well-structured CL activities that balance both cognitive and affective dimensions of learning. The study also provides valuable insights for teachers, administrators, and future researchers in promoting quality and learner-centered education aligned with the demands of the 21st-century learning environment.

Keywords: Cooperative Learning, Academic Performance, Student Attitude, Collaborative Learning, Senior High School
https://doi.org/10.57180/qdpn4914