Evaluating Student-Led Science Classroom Dynamics: The Interplay of Collaboration, Autonomy, and Well-Being

This study examined the role of student-centered science classrooms in promoting academic success and positive classroom experiences, focusing on the constructs of collaboration, autonomy, and well-being. Anchored in a convergent parallel mixed-methods design, the research integrated quantitative and qualitative data to provide a comprehensive understanding of student-led learning environments. The participants consisted of high school students enrolled in Pre-AP Biology, AP Biology, and Anatomy and Physiology at Rio Rico High School. Data were collected through a validated Likert-scale survey, semi-structured interviews, and performance-based academic assessments aligned with authentic, student-led tasks. Quantitative findings revealed that students reported high levels of autonomy, collaboration, and well-being, with autonomy emerging as the most prominent factor. Correlation analysis indicated no significant relationship between collaboration and academic performance; however, a strong positive relationship was found between collaboration and student well-being. Qualitative data further supported these findings, highlighting the importance of peer interaction, supportive classroom environments, and student agency in enhancing engagement and motivation. Students identified project-based learning, small-group activities, and self-assessment as their most preferred instructional approaches. The results suggest that while collaboration may not directly predict academic achievement, it plays a critical role in fostering a positive classroom climate and supporting students’ socio-emotional development. The study underscores the importance of integrating autonomy-supportive and collaborative practices in science instruction. It recommends the implementation of longitudinal, student-centered frameworks that scaffold autonomy, embed collaboration in assessment, and prioritize well-being to enhance both academic and holistic student outcomes in science education.