Abstract
The purpose of this study was to examine how cooperative learning affected the academic performance of chosen high school students in Buenavista, Quezon. The respondents' profiles were examined, as well as the influence of cooperative learning on their academic performance. To reach the researcher's purpose, the researcher employed a questionnaire to establish the respondents' profiles and administered the questionnaire to assess the influence of cooperative learning on academic achievement. This included 80 pupils from a high school in Buenavista, Quezon. The descriptive design focuses on the primary source of data and information. The results indicated that the majority of the respondents are 12-14 years old, predominantly female. According to the result of Kruskal Wallis, the null hypothesis was accepted, which suggests that there is no. There is a significant difference in the effects of cooperative learning on academic performance on interdependence, collaborative skills, and class engagement when respondents are grouped by age and gender, whereas there is a significant difference when respondents are grouped by grade level. Based on the findings of the study, the following suggestions are made. Parents may advise and support cooperative tasks at home. Teachers may employ a range of school tasks to improve cooperative abilities. Learners may continue to engage in cooperative learning style to build self confidence and trust among others. Future researchers may do a similar study to elaborate more the essence of cooperative learning to the pedagogical aspect.
