Utilization of Collaborative Learning Activities in Instruction across Senior High School Strands: Experiences and Perceptions of Grade 11 Learners

This study evaluated the experiences and perceptions of senior high school learners regarding the utilization of collaborative learning (CL) activities in instruction. This study was conducted using a descriptive survey method of Grade 11 learners across academic strands. Each strand is equally represented using purposive sampling. The result of the study reveals that collaborative learning activities improve learners’ participation in classroom interaction and allow them to grasp the content efficiently. Furthermore, it is also shown that the Sciences, Technology, Engineering, and Mathematics (STEM) strand learners are more engaged and discerning than HUMSS and ABM strands when teachers use collaborative learning activities. Overall, the finding shows that using collaborative learning activities as a pedagogical approach helps learners understand the lesson better. Lastly, although STEM strand learners have more positive responses to using CL, it is also established that ABM and HUMSS strand learners are also optimistic about using CL as a learning approach in instruction.