Abstract
This study investigates the efficacy of cooperative learning strategies as instructional tools for teaching Araling Panlipunan to Grade 10 students at Dolores Macasaet National High School in Candelaria, Quezon Province. Five sections of Grade 10 students were subjected to cooperative learning methods, namely Tea Party, Numbered Heads Together, and Student Teams Achievement Division (STAD). Employing an experimental research design, specifically the pretest-posttest design, the study assessed the effectiveness of these strategies across three competencies: knowledge, understanding, and valuing. Pretests and posttests were administered to measure the impact of cooperative learning on student performance. The findings refute the null hypotheses, indicating significant improvements in pretest and posttest scores across all competencies. Furthermore, One-Way ANOVA analysis demonstrates notable disparities in pretest and posttest performance among the respondents. Based on these conclusions, several recommendations are proposed. Firstly, teachers are encouraged to integrate cooperative learning strategies into their pedagogical approach, fostering deeper content comprehension, enhancing academic achievement, and promoting self-esteem and motivation among students. Secondly, school administrators are urged to organize workshops and demonstration sessions to familiarize educators with the benefits of cooperative learning. Additionally, the integration of cooperative learning techniques is advocated not only in Araling Panlipunan but also across other subject areas. Finally, educators are advised to diversify and enrich cooperative learning activities to facilitate engaging peer interactions and foster collaborative learning experiences for students. This study underscores the potential of cooperative learning strategies in enhancing student learning outcomes and suggests avenues for further research and application in educational settings.
