Uses, Benefits, and Challenges Encountered by Senior High School Science Teachers Using Collaborative Learning

AUTHOR(S)

Melanie F. Padilla

ABSTRACT

Collaborative learning aims at attracting interest and improving the performance of science students. A descriptive research method designed to identify uses, benefits, and challenges encountered by Senior High School Science Teachers using collaborative learning. Frequency count, mean and mean descriptors, Pearson r, and One-Way ANOVA are statistical tools used to analyze the collected data.
The age profile shows that the age of 31 to 40 is dominant. Most have a master’s unit, with 6-10 years of science teaching, and attended relevant training at all levels (district, division, regional, national and international) 4 to 6 times. Moreover, collaborative learning activities are often used as perceived by respondents. The level of perception of Senior High School Science Teachers about achieving collective learning outcomes is very satisfactory. In addition, collaborative learning activities are of great benefit to the psychological and social aspects of learners. However, the challenges encountered by learners in carrying out joint learning activities in terms of student and school factors are severe.
Furthermore, there is no significant relationship between the extent of collaborative learning activities and their profile variables. Also, there is no significant difference in the level of perception of Senior High School Science Teachers regarding the achievement of collaborative learning outcomes across profile variables.
The result implies collaborative learning is an excellent pedagogy. Students can share many perspectives and develop superior thinking skills by assessing, appreciating, supporting, or opposing different views.