Effects of Collaborative Learning Strategy on the Performance Level of Grade Six Pupils in Bukal Elementary School

Abstract

INTRODUCTION

The teachers are always challenged to think of innovative ways to engage the students in class. Gone are the days when it is normal for teachers to take the center stage in teaching throughout the whole class period, while students are just passive recipients of information. Nowadays, teachers are expected to make use of all available technological breakthroughs and various teaching approaches to get the attention of the students and keep them interested in the topic at hand for the whole session. Collaborative learning approach becomes more applicable in the 21st century classroom. It refers to the means by which the teachers are giving them the tools of finding the knowledge and understanding it and explaining it to others rather than giving them the knowledge by spoon feeding.

METHODS

The focus of the study was on the effects of collaborative learning strategy on the students' development of cognitive, affective and psychomotor skills. The descriptive method will apply for this research, seeking to determine the evaluation of the pupils after the use of collaborative approach in teaching. Descriptive method, as cited by Calderon and Gonzales (2010) is the exploration and description of phenomena in real life situation. It provides accurate account of characteristics of particular, individual and meanings, describing what exist.

RESULTS

Collaborative learning strategy differs from traditional teaching approaches because students work together rather than compete with each other individually. Through this approach, students can formulate their ideas about the material assigned to them, test their assumptions, clarify them, come to a conclusion and then assimilate that material within them. Collaborative learning can take place any time learner's work together in the same place on a structured project in a small group. For example, when they help each other with homework.

DISCUSSIONS

Exchange of ideas between the teacher and pupils and among pupils is the best process of learning and teaching from one another. In the classroom environment, discussion is the best way of promoting conducive learning and convenient teaching situation. One person speaks at a time, while others are listening. It also involves sharing of ideas and experiences, solving problems and promoting tolerance with understanding. Group discussion is better than a whole class discussion. It encourages pupils to share their own views through open participation.