Cooperative Learning and its Influence to Pupils’ Improved Learning Attitude and Academic Performance

The study attempted to determine influence of cooperative learning approach to pupils’ learning attitude and academic performance among grade school pupils in the public school. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the cooperative learning approach of teaching and pupils’ learning attitude; the level of pupils’ academic performance. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the extent of cooperative learning approach and the level of pupils’ learning attitude as well as in ascertaining the significant relationship between the level of pupils’ learning attitude and their academic performance. Findings revealed that cooperative learning approach was to the “Very High Extent” utilized by teachers. Pupils develop their learning attitude to a “Very High Extent” and improve their academic performance. It was also found out in the statistical treatment of data that cooperative learning approach had a moderate correlation or relationship to pupils’ learning attitude while learning attitude has negligible correlation to pupils’ academic performance. As a summary, pupils’ learning attitude was developed through the cooperative learning approach while pupils’ learning attitude does not influence pupils’ academic performance. Subsequently, it was recommended to the Schools Division Superintendent, School Principal, and Teachers to design and craft a cooperative and learner-centered strategic intervention material for the least mastered competencies to help improve pupils’ learning engagement and academic performance.