Abstract
This study examined the cooperative learning (CL) practices of Grade 1 teachers in public elementary schools in Region III during the 2023–2024 school year. Cooperative learning is recognized globally as a learner-centered approach that enhances both academic performance and social development. In the Philippines, the K–12 curriculum and DepEd policies institutionalize collaborative strategies; however, challenges remain in early-grade classrooms, where pupils often struggle with communication, attention, and teamwork. Limited localized studies further restrict understanding of CL implementation in Central Luzon. To address this gap, the study employed a mixed-method design. Quantitative data were gathered from 200 teachers using a validated survey, while qualitative insights were obtained from six respondents through interviews. Statistical analyses, including the Mann-Whitney U-test, Kruskal-Wallis H-test, and Dwass-Steel-Critchlow-Fligner (DSCF), were used to determine differences in CL practices across teacher profiles. In contrast, thematic analysis was used to examine the qualitative responses. Results indicated that CL practices were evident but not fully integrated into daily teaching. Significant differences were observed by sex, age, experience, position, and relevant training, but not in educational attainment. Qualitative themes highlighted planning for diverse learners, monitoring of group roles, and reflective evaluation. However, teachers faced challenges in differentiated planning, group management, resource limitations, and inadequate professional development. The study recommends capacity-building, resource support, and contextualized frameworks to strengthen CL in the early grades.
