International Journal on Science and Technology

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Relevance of Cooperative Learning Strategy to Learners Academic Engagement

Author(s) Ms. Analyn Bandiala Pajaron, Dr. Gina Floresca Labitad
Country Philippines
Abstract This study was conducted to determine the relevance of cooperative learning strategy to learner’s academic engagement among the three hundred three public elementary school teachers in South District, Division of Cagayan de Oro de Oro City, School Year 2024–2025. It sought to answer key questions regarding the level of the cooperative learning as perceived by teachers in terms of mutual reliance, individual accountability, face-to-face interaction, social skills development, group processing, and equal participation as well as the level of academic engagement of learners in terms of behavioral, cognitive, emotional, motivational, and social aspects. Furthermore, it explored whether a significant relationship existed between teachers’ perceptions of cooperative learning strategy and the learners’ academic engagement. The research employed a descriptive-correlational method, employing a universal sampling. The questionnaire was a researcher-made that underwent rigorous validation and reliability testing. Various statistical tools such as mean, standard deviation, and Pearson r correlation were used for data analysis.
Key findings indicated that in the cooperative learning strategy, equal participation got the highest mean, which was interpreted as very high while face to face got the lowest mean score which was interpreted as high. In the learner’s academic engagement, motivational got the highest mean, interpreted as very high while cognitive and social got the lowest mean interpreted as high. There was a significant relationship between the cooperative learning strategy and its relevance to learner’s academic engagement particularly on behavioral, emotional and motivational aspect. However, cognitive and social did not show significant relationship. The research concludes that among the variables, equal motivation and the motivational aspect received the highest mean rating, highlighting their strong presence in the learning environment. The theory on collaborative engagement in learning enhance learner’s academic engagement by ensuring a socially interactive environment that promotes responsibility, motivation and cognitive participation that leads to a higher level of social interdependence. The study recommends that teachers design interactive group activities that promote face-to-face interaction, encourage deep thinking, and strengthen peer collaboration to enhance learners’ cognitive and social engagement.
Keywords cooperative learning strategy, academic engagement
Published In Volume 16, Issue 3, July-September 2025
Published On 2025-07-15
DOI https://doi.org/10.71097/IJSAT.v16.i3.7039
Short DOI https://doi.org/g9s9vk
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