Dr.

Ramon De Santos National High School

San Antonio, Cuyapo, Nueva Ecija

"Effects of Collaborative Learning on Leadership Skills of Selected

Grade 12 – Humanities and Social Sciences Students"

A Research Paper Presented to

The Faculty and Staff of Senior High School Department

Dr. Ramon De Santos National High School

In Partial Fulfilment

Of the Requirements

In Practical Research II

Presented By:

Antolin, Sophia Kien P.

November 2022
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In our everyday living as a student, we are doing and using collaborative learning. It is an

effective method to learn and process information easily. In a collaborative learning, the learners

or members of the group share their learnings about a certain lesson. Furthermore, it can also

enhance our communication skills and help us develop our leadership skills.

The UNESCO defines Collaborative Learning as a process through which learners at

various performance levels work together in small groups toward a common goal. It is a learner-

centered approach derived from social learning theories as well as the socio-constructivist

perspective on learning. It’s also a relationship among learner’s foster positive interdependence,

individual accountability, and interpersonal skills. And, for it to be effective, teaching must be

viewed as a process of developing and enhancing student’s ability to learn.

An article from NovoED says that collaborative learning helps us improve our leadership

skill by working together, they all listen to each other, resolve conflicts and generate creative

solutions. Collaborating in this way helps bring people together that leads to overall better

professional relations.

Collaborative Learning is a group of two or more learners that works together. This

approach actively engages learners to process and synthesize information and concepts, rather

than using role memorization of facts and figures. The learners work together and collaborates

their ideas to understand their different concepts. (Valamis,2022)

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San Antonio, Cuyapo, Nueva Ecija

Statement of the Problem

Generally, this study aims to determine the "Effects of Collaborative Learning on

Leadership Skills of Selected Grade 12 – Humanities and Social Sciences Students ".

Specifically, this seeks answers to the following questions:

1.What is the demographic profile of the students in terms of :

1.1 Sex ;

1.2 Age ;

1.3 Section ;

2.What are the effects of collaborative learning on leadership skills of selected

Grade 12 – Humanities and Social Sciences students?

3.What are the strategies to improve leadership skills in collaborative learning?

Significance of the Study

This study is beneficial to the following group of individuals:

Students. This study is beneficial to the students because they are the one who

are experiencing collaborative learning. Furthermore, this will help them know the

different strategies to improve their leadership skills.

Parents. The findings of this study will help the parents know the effects of

collaborative learning to improve their child’s leadership skills. In this way, they can also
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

learn the different benefits of collaborative learning so that they will encourage their

children’s to participate to their own collaborative activities.

Community. This study will make people in the community aware about the

benefits of collaborative learning to improve leadership skills. By this, they will learn that

in engaging with collaborative activities they can improve each other leadership skills.

Future Researcher. This study can be a basis for the future researchers on areas

allied to the problem of this research, it can also be their source of information and

reference.

Scope and Delimitations

This study primarily focused on the "Effects of Collaborative Learning on

Leadership Skills of Selected Grade 12 – Humanities and Social Sciences ". The data collection

was conducted to randomly selected HUMSS students at Dr. Ramon De Santos National High

School S/Y 2022-2023 who were characterized as students that is in a situation of collaborative

learning. There will be a sum of fifty (50) respondents for this study. Each respondent was given

the same survey form to answer.

The results of this study were applicable only to the respondents of this study which

measured only the effects of collaborative learning to the leadership skills of the students. The

main source of data was the questionnaire, which was prepared by the researchers.

This research is designed to have a thorough knowledge about the effect of collaborative

learning on leadership skills of the students and for them to know the benefits and disadvantages

of it.
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

Conceptual Framework

Input Process Output

1.What is the demographic Survey- "Effects of
profile of the students in

terms of:
Questionnaire Collaborative

1.1 Sex ;
Documentation Learning on

1.2 Age ; Leadership Skills of

Analysis
1.3 Section ; Selected Grade 12 –
2.What are effects of
Humanities and
collaborative learning on

leadership skills of selected Social Sciences

Grade 12 – HUMSS students? Students"

3 .What are the strategies to

improve leadership skills in

collaborative learning?

Figure 1: Research Paradigm

The paradigm in the Figure 1 is the conceptual framework of this study. The input is

about the demographic profile of the respondents in terms of their age, sex, and section, also the

effects of collaborative learning on leadership skills of selected Grade 12 – Humanities and

Social Sciences students and the strategies to improve leadership skills in collaborative learning.

Next is the process, which is the making of survey- questionnaire, the documentation of it and
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

the analysis of data. Lastly, the output which shows the "Effects of Collaborative Learning on

Leadership Skills of Selected Grade 12 – Humanities and Social Sciences Students ".

Definition of Terms

To understand the terms or unfamiliar words that are used in the study, the words defined

conceptually and operationally are the following:

Collaborative. It is an activity which involves two or more person and gives information or

idea about their activity topic.

Effect. It is the cause on a certain event or decision.

Improve. It is about making yourself or something better. It can be by process or through

experiences.

Leadership. It is about leading an organization or the one who makes the decision on a team

or group.

Skills. Skills is about doing an activity well and proper because it tackles your abilities or

forte.

Strategies. It is about planning of aiming the teams’ goal and it includes process and steps to

achieve it.
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San Antonio, Cuyapo, Nueva Ecija

Chapter II

Review of Related Literature and Studies

This chapter will discuss the relevant literature connected with the study of effect of

collaborative learning in leadership skills. In order to give support to all significant points

brought out and discussed by the researcher, gathering of materials in the form of literature and

studies’ had been done and every key point is well taken into account and compiled in the

following review of related literature.

A. Related Literatures

Collaboration Skills: Definition and Examples

Collaboration means working together with one or more people to complete a project or

task or develop ideas or processes. Collaboration skills are essential for nearly every job role and

industry. Knowing how to cooperate well with support workplace efficiency, aid in career

advancement and help you and your team achieve better outcomes. It requires interpersonal

skills, communication skills, knowledge sharing and strategy, and can occur in traditional office

or between members of a virtual team. A successful collaboration can increase motivation.

Additionally, sharing ideas and brainstorming is helpful for developing unique solutions to

complex challenges. (Herrity,2019)

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Cooperative Learning and How to Use It in the Classroom

In this article of Charles B. Foster (2020), it says that cooperative learning is a classroom

instruction presentation model that involves students working together to meet their learning

goals in learning teams or groups. In the 1940s, education reformers like John Dewey began to

analyse the benefits of students working together in the classroom. At that time, cooperative

learning was considered cutting edge compared to the preferred format of individual student

learning. In the one room schoolhouse of the 1800s and early 1900s, students of all ages worked

on their own learning goals. It is true that cooperative learning involves more than just having

students sit together in groups. Students who learn how to collaborate through cooperative

learning can become adults who work together more effectively in the work place. In the

classroom, a cooperative learning lesson involves students working in small groups to

accomplish a learning task. When the cooperative learning group completes the learning task, the

teacher evaluates the results. If each student sitting in the group isn’t held responsible for helping

complete their portion of the learning task, then it isn’t truly “cooperative learning”.

From this article, it was mentioned that there are many benefits for classroom instruction

when cooperative learning strategies are done correctly. There are several briefly discussed here

including promotion of social interaction, build-up of student self-confidence, improvement in

collaborative skills of students, as well as the improvement in student decision-making skills.

There are several strategies for teachers to use that involve cooperative or group learning include

pair-share, small groups (quads), and mixed skill groupings. One common strategy that teachers

use is called pair-share. This can be easily adapted into most classrooms by asking students to

collaborate with an “elbow” partner or person close by. Students can discuss a question or topic,
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and then share with the whole class. Teachers often refer to this strategy as “think-pair-share”.

This can help students who struggle to have higher-level students mixed with lower-level

students so that peer learning and coaching is incorporated. All of the mentioned techniques

require planning and coordination on the part of the teacher. When used in combination with

individual learning assignments, cooperative learning can enhance classroom instruction and

make learning more social and fun for students.

Children Must Be Taught to Collaborate, Studies Say

The ability to collaborate with others has become one of the most sought-after skills in

both education and the workplace. A survey by the Association of American Colleges and

Universities found that more than 80% of midsize or larger employers look for collaboration

skills in new hires, but fewer than 40% of them considered new graduates prepared to work in

teams.

Partly in response to industry and higher education recommendations, both the Common

Core State Standards for reading and mathematics and the Next Generation Science Standards

call for students to develop skills for collaboration and group problem-solving. Even assessments

are changing to focus on the skills needed for group work. In 2015, the Program for International

Student Assessment, or PISA, added interactive tasks that gauge how well students can develop

shared understanding of a problem, take action together to solve it, and maintain a team

organization. The first results of that test are expected this fall. The non-profit Partnership for

21st Century Learning, along with Pearson, this month released a report breaking down three
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main aspects of collaboration that need to be taught: communicating with others, resolving

conflicts, and managing tasks. (Sparks, 2017)

How to Develop Leadership Skills as a Student (Advice from a College student)

An article of Strathmann (2020), says that leadership doesn’t look the same every time. In

fact, it really does. She also mentioned that many leaders were remembered for their

accomplishments and sometimes for their failures. Effective leadership is not unique to iconic

figures like Martin Luther King Jr. or Mahatma Gandhi, who paved the way for a better

tomorrow. She also said that when I think of leaders or leadership she also think of nurses whom

work tirelessly for the sick and elderly.

She defines leadership that speaks to its core sentiment and tells us that you don’t need a

fancy title to be considered leader. You just need to be someone who cares about a cause enough

to ask others to join you. Y Combinator is one of the top start-up incubators in the country that

funds companies like Airbnb, Dropbox, and Reddit. It summarizes foundational characteristics

all great leaders have in common. First is great leader have exceptional communication skills,

which enables them to share their vision of the future with others. Second is they are able to

motivate others to get on board and work hard to achieve communal goals. The third one is great

leaders should embody a mission beyond themselves and refrain from letting their ego get in the

way. Lastly, they are good listeners, who are willing to respond to feedback from others and

admit when they’ve made a mistake. Their eagerness to learn and commitment to continuous

improvement fuels their productivity. To clarify, great leaders are those who adapt to the
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environment and the changing needs their stakeholders. A great leader needs to be open and is

willing to change.

Ten (10) Strategies to Build on Student Collaboration in the Classroom

According to the Graduate School of Education and Human Development (2017). There

are 10 strategies for encouraging the success of collaborative learning.

First, deliberately select which students will work together. Left to their own devices,

students will sort themselves into groups of friends who share common bonds. However, when a

teacher creates the groupings, he or she can match students by strengths and weaknesses,

deliberately mixing ability, diversity and social capability.

Second, size the groups for maximum effectiveness. If a group is too small, ideas and

discussion may not be diverse or energetic enough; if too large, some students won’t get

involved. Optimum group size tends to be four to five.

Third, teach your students how to listen to one another . Among young learners, active

listening isn’t a natural skill. Taking time to discuss and practice listening skills with your

students – teaching them to make eye contact, avoid interruption and repeat important points –

has both short and long term benefits.

Fourth, set the rules of language and collaboration. There will always be one or two

students in each group who will be more likely to take the lead – or take over. Take the time to
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teach students how to clarify issues, how to paraphrase, how to disagree constructively and how

to build on what others have contributed.

Fifth, make goals and expectations clear. Specific goals and expectations are

important. If students are not clear on the goals they are expected to meet, group work has the

potential to trail off into socialization or apathy.

Sixth, assign roles to the members of each group. With roles delineated, students are

able to better understand what is expected of them. With roles like leader (directs the group’s

actions for the day), recorder (takes notes and does all writing), encourager (enables discussion

and gives positive feedback) and checker (checks the work and hands it in), it’s clear how each

student needs to fulfil his or her responsibilities.

Seventh, use real-world problems, not imaginary ones. With practical, real-world

assignments, students find information through research and forming real opinions. If you find a

scenario that they feel involved in – an environmental issue, a recent Supreme Court case, a

complicated social issue – they will take more ownership of the project. Even better, select a

problem from the students’ own community and challenge them to solve it.

Eight, consider giving each group a different task. Delegating tasks gives each group a

sense of importance and emphasizes the fact that large problems are solved by people working

together. By solving different pieces of an issue, your student groups will have a more

personalized learning experience and will better refrain from ill-spirited competition or

“borrowing” each other’s work.

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Ninth, play a game to get students warmed up. This is particularly helpful for younger

students, who may not be sure of their roles in the group or the classroom. Cooperative games

require children to use the same skills that they do in collaborative schoolwork, and they can see

results quickly. For example, Teach Hub offers cooperative classroom games that are appropriate

for grades 1-3, grades 4-6 and grades 7-8.

Lastly, evaluate each group on its own merit. If you judge groups in relation to each

other, students will feel like their success or failure is not entirely in their own hands. Try a

system where you can give grades per how well each group met its goals, and/or how each

student performed the duties of their assigned role. You can also reward by category, as in best

discussions, best research or most original solution.

The Importance of Collaboration in the Workplace

There are 86% of employees believe that a lack of collaboration in the workplace can lead to

workplace failures. Achieving effective collaboration in an organization is never easy. It is important for

business leaders to remember that tools can only be effective if you have a powerful collaboration

strategy.

Collaboration in a workplace involves a group of people sharing their ideas and skills in

order to achieve a common goal. Working collaboratively, instead of individually, helps improve

productivity and gives employees a sense of purpose in the organization. It also becomes easier to

brainstorm ideas to solve an existing problem or deliver the required work on time. Employees with

different ideas, perspectives, and expertise can work together to find innovative solutions, which in

turn allows organizations to solve problems in a faster and more efficient manner. Every member of
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a team has different skills, expertise, and talent. When all the members collaborate together they are

able to utilize the experience, knowledge, and skills of everyone involved to achieve the shared

goal. Not to mention, collaboration also fast tracks project deliveries as employees are able to

combine their strengths and expertise to get things done. A problem that would have taken a single

employee weeks to resolve, might be solved by a team within a few hours as everyone is able to

employ their unique skills and viewpoints to get things done faster.

Work together collaboratively also allows employees to share their ideas while

understanding how their team members think, work, and operate. This, in turn, allows the

employees to learn from their colleagues and build upon their strengths. As a result, collaboration

proves to be mutually beneficial for both the organization and its employees. (Kissflow,2020)

Why is collaborative learning important?

Today, we observe a huge growth in classroom technology, and with it, the introduction

of new learning methodologies. One example, that edtech encourages collaborative learning. The

best learning happens when children are actively involved in a project. Collaborative learning is

an approach that encourages students to create groups and work together to solve a given

problem.

There are several benefits learners get when working in a group setting. One of it is

developing social skills. Collaborative learning makes students with different backgrounds, race,

or upbringing, to work together. They come together in a setting that maybe would not be

possible if it were not for collaborative learning. In order to solve a project’s given problem,

children need to communicate. They are able to hear different opinions and learn more about
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different cultures. Another is to learn from peers. Generally, people have different skills,

passions, and knowledge. In a small collaborative group, when a question is raised, different

students can have different perspective and answers and children can learn new things from one

another. Also it builds trust. In order to achieve a goal, students need to work together. They can

work together without trusting each other, but for an effective collaboration and to reach a

common goal, they need to learn to trust each other. Another one is engage in learning. In a

small group setting, each student has the opportunity to express her or his ideas. Being able to do

so, and being heard can give the feeling of importance and value. The learning experience

becomes more fun, and students are eager to learn more. Lastly is to gain confidence. As

students work as a team, they also receive more support, therefore they will gain confidence.

(Nuiteq ,2017)

11 Benefits of Collaborative learning and Tips to use it

According from an article of Herrity (2020), there are eleven (11) benefits of

Collaborative learning and tips to use it. But first she define collaborative learning as a learning

style that encourages teamwork and social interaction. She also give some example of

collaborative learning which is study groups, project groups, puzzle groups, writing groups,

discussion groups, debate or Socratic circle groups, peer editing groups and lastly, role-playing

groups. The eleven benefits of collaborative learning are it improves problem-solving skills, it

encourages social interaction, it promotes diversity, it improves communication skills, it also

inspires creativity, creates trust, improves confidence, encourages engagement, it also allows

people to have fun, develops critical-thinking skills and lastly, it builds relationship.
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There are also tips given in this article for implementing collaborative learning. One of it

is start with clear goal, it is important to determine the goal of the group to be able to come up

with a plan and focus on the goal. Another tip is share specific expectations, after determining

the goal of the group it is also important to manage the expectations that each of the group

members will be expected to accomplish the assigned tasks to them. Monitor groups is also a tip

when implementing collaborative learning because it is significant to observe your fellow

members because there is a possibility that they have questions or suggestions to make the output

of the group outstand. The last tip is provide time to reflect a reason to this is it can enhance the

skills of each members or to know what they lack and help them improve themselves.

15 Qualities that make a Great Leader

Leadership is a skill used at every level. High-level executives, managers, and

contributors all use leadership to drive activities and projects forward. Whether you’re leading a

team or a meeting, developing leadership skills that make you an effective leader is a goal you

can strive for at any stage in your career. Here are the fifteen (15) key leadership qualities

First it should be accountable, leaders must hold themselves and their teams responsible

for the work each is responsible for. Second, courageous, leaders must have courage in various

instances, such as correcting behaviour or making unpopular decisions. Third, effective

communicator, communicating in a clear, positive way creates a path for the rest of the team,

project, or meeting you are leading. Fourth is empathetic, leaders need to understand how the

people around them feel about projects, decisions, morale, and more. The fifth one is flexible,

working with a team of people means tasks, goals, and responsibilities will shift. Another is be
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focused, being clear on goals will help the rest of the team be efficient and focused. The sixth is

be humble, great leaders admit their mistakes and elevate those around them. It is essential to

have humility when leading a team. Seventh is being innovative, leaders should be able to

develop ideas, filter the opinions of others, solve problems and complete many other tasks that

require innovation and creativity. Another one is be passionate, the leader of this team should be

passionate about a plan, creating unity among their team to work together. Next one is patient,

mistakes, miscommunications, and failures are inevitable. Leaders need to be patient through

these times. The number eleven is problem-solver, developing problem-solving skills allows

teams to move past roadblocks with minimal disruption. Then another is be resilient, leaders

must also bear the burden of pushing through to improve what they own. This might mean

creating new processes, hiring new people, or changing the status quo. Also be respectful, great

leaders treat their teams with respect, gaining respect in return. Then fourteenth is transparent,

being open and honest makes work more efficient and enjoyable. And lastly, trusting, Leadership

requires delegation–trusting their team to complete what they are assigned with excellence

produces positive morale and mutual respect. These are just a few essential qualities found in

great leaders. While these are all soft skills or “people skills,” having strong technical skills in

your industry is also necessary when assuming a leadership position. No matter your career level

or industry, spending time practicing outstanding leadership can lead to promotions and make

you a competitive candidate for jobs. (Sennet,2021)

9 Ways to Develop Your Leadership Skills

According to an article of Marone (2022), some people are born natural leaders but, there

are some who needs it to be develop and here are the nine ways to develop your leadership skills.

First is practice discipline, because a good leader have discipline. An example is having time
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management. Second, take on more projects, because when you have responsibilities it will help

you develop more your leadership skills. Third, learn to follow. As a leader you also needs to

respect and value others cultures and opinion and have an open mind. Fourth is develop

situational awareness, you need the ability to see the bigger picture and anticipate problems

before they occur. Another way is inspire others, as a leader you should also motivate and inspire

those you work with to collaborate as best as they can. The sixth one is keep learning, it is also

important to be open to learn and experience new things. This will keep the mind sharpyou’re

your skills fresh. Seventh is empower your teammates, delegating tasks to others not only frees

you up for things you do well, but it also empowers other people on your team. The eight one is

resolve conflicts, address the problem by talking to the people involved privately. The last way is

be a discerning listener, one of the important trait of a good leader is the leader who listens to

suggestions, ideas and feedback from other people and builds on them.

B. Related Studies

Local Studies

Effectiveness of Collaborative Learning in Enhancing Academic Performance in Creative

Nonfiction Literary Essay Subject of Grade 12 HUMSS Students at Bestlink College of the

Philippines

This study was conducted by Singh, A. ., Ago, B. J. ., Benosa, D. ., Cerillo, T. ., Laguna,

D. ., and Ugto, A. .(2020) tackles the effectiveness of collaborative learning in enhancing the

academic performance of the students in particular subject. According to this study Collaborative
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learning is an educational approach that involves a joint intellectual effort by students or students

and teachers together. It consists of exercises and activities through which students develop their

knowledge by interacting with each other, which enables individual students to combine their

expertise, experience, and ability to accomplish a mutual learning goal. The researchers used

qualitative and descriptive research methods as the research design. The instrument used to

gather the data were survey questionnaires and related literature. The results of the study showed

that engaging in collaborative learning is highly effective because it does not only help the

students to grow as a group but also individually. The findings showed that the most common

activity used in collaborative learning are group reporting, role-playing, travel essay, and think-

pair-share. Utilizing the collaborative learning technique is highly effective in enhancing the

academic performance of the Grade 12 Humanities and Social Sciences Strand students, and one

of its benefits is the development of cooperation and easily understandable lessons.

Foreign Studies

A systematic review of teacher guidance during collaborative learning in primary and

secondary education

In this study, it review synthesized quantitative and qualitative evidence concerning the

role of the teacher during collaborative learning in primary and secondary education. Several

types of teacher guidance were shown to be especially beneficial for collaborative learning. With

this review, we therefore hope to have offered a theoretical contribution by expanding the

knowledge about the role of the teacher during collaborative learning, and a practical

contribution by indicating possible directions for development of pre-service or in-service

teacher education programs.

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The results of this study show how teachers play a crucial role in supporting interaction

between students that stimulate learning. As Emmer and Gerwels (2005) fittingly state, the

metaphor of the teacher as a facilitator of collaboration is sometimes falsely taken to mean that

the teacher has a passive role. This is by no means the case, as the results of this review confirm.

The challenge for the teacher is to remain a central figure in supporting collaborative learning,

without taking control of the moments in which opportunities to learn arise for students.

(Anouschka van Leeuwen, Jeroen Janssen,2019)

Benefits of collaborative learning

This study was conducted by Arjan Laal, Seyed Mohammad Ghodsi, (2012), it defines

collaborative learning as an educational approach to teaching and learning that involves groups

of learners working together to solve a problem, complete a task, or create a product. This

benefits of learning in collaboration style, begins with the concept of the term and continues with

the advantages created by collaborative methods. This paper sets out major benefits of

collaborative learning into four categories of social, psychological, academic, and assessment

benefits. Each of them is further subdivided to more specific themes

Collaborative learning compared with competitive and individualistic efforts, has many

benefits that results in higher achievement and greater productivity, more caring, supportive, and

committed relationships and greater psychological health, social competence, and self-esteem.

Collaborative Learning Design for Promoting and Analyzing Adaptive Motivation and

Emotion Regulation in the Science Classroom

The aim of this paper is to introduce our current research design to study socially shared

regulation processes in a science classroom where a collaborative learning design is

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implemented. The design is based on a self-regulated learning framework that provides

opportunities and support for self-initiated regulation among individual learners and

collaborative groups. It utilizes modern technology to structure and support regulated learning in

the groups. The paper focuses on elaborating the research design, particularly from the

perspective of motivation and emotion, by presenting the dual relationship between designing

learning scenario that supports learners' motivation and emotion regulation with technology and

researching the multifaceted role of motivation and emotion as they occur in collaborative

learning. To do this, the paper first describes the entire collaborative learning design while

paying attention to how technology can be utilized to support the awareness of motivation,

emotion, and their regulation. Then, the focus shifts to considering the methodological principles

and implementation of multimodal data gathered in relation to authentic collaborative learning

tasks. A case example from a secondary school science classroom demonstrates possibilities for

multimodal data use in analyzing motivation, emotion, and their regulation in collaborative

learning. It also illustrates the dual role of the implemented technological 6Q support tool by

showing how data collected from the students' use of the tool can be utilized in scientific

analysis. This concludes that by providing a short discussion about the current advancements of

emerging technology in motivation and emotion research in the learning sciences highlighting

the significance of sharing the theoretical premises of the research design as well as practical

experiences from implementation of these designs for future research. (Järvenoja H, Malmberg J,

Törmänen T, Mänty K, Haataja E, Ahola S and Järvelä S , 2020)

Collaborative Learning for Educational Achievement

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This study was conducted by Ritu Chandra (2015) she says that collaboration is a way of

interaction and personal attitude where individuals are responsible for their actions, learning,

their abilities and contributions of their peers as well. The descriptive method of research was

used for this study. A sample of 40 undergraduate students (male 30, female 10) was collected.

Purposive sampling was used to collect the sample of the study. The sample age ranges from 17-

22 years both males and females. This paper clarifies the concept of collaborative learning by

presenting and analyzing the educational benefits of Collaborative learning techniques.

Collaborative learning is more students centered. The collaborative tradition takes a more

qualitative approach, analyzing student talk in response to a piece of literature. It clarifies

the differences between collaborative and individual learning. It also highlights teacher’s

perspective for individual and collaborative learning. It concludes with a discussion about the

implications of these issues with respect to achievement of undergraduate students in English.

Generally, this simply means that collaborative leaning is a very effective technique to use

because it gives many benefits to the students.

Collaborative Learning in Higher Education: Evoking Positive Interdependence

This study was conducted by Karin Scager , Johannes Boonstra, Ton Peeters, Jonne

Vulperhorst, and Fred Wiegant Jennifer Knight, Monitoring Editor (2017). They say that

Collaborative learning is a widely used instructional method, but the learning potential of this

instructional method is often underused in practice. Therefore, the importance of various factors

underlying effective collaborative learning should be determined. In the current study, five

different life sciences undergraduate courses with successful collaborative-learning results were

selected. This study focuses on factors that increased the effectiveness of collaboration in these
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courses, according to the students. Nine focus group interviews were conducted and analyzed.

Results show that factors evoking effective collaboration were student autonomy and self-

regulatory behaviour, combined with a challenging, open, and complex group task that required

the students to create something new and original. The design factors of these courses fostered a

sense of responsibility and of shared ownership of both the collaborative process and the end

product of the group assignment. In addition, students reported the absence of any free riders in

these group assignments. Interestingly, it was observed that students seemed to value their sense

of achievement, their learning processes, and the products they were working on more than their

grades. It is concluded that collaborative learning in higher education should be designed using

challenging and relevant tasks that build shared ownership with students.

Collaborative learning practices: teacher and student perceived obstacles to effective

student collaboration

This study was conducted by Ha Le, Jeroen Janssen & Theo Wubbels (2018). In this

study there 19 teachers and 23 students in different disciplines at a pre-service teacher education

faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science

subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in

social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students

were in the first and second year while 78% were in the third and fourth year of their four-year

bachelor’s programme. These programmes produce qualified teachers for primary and secondary

schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration

were identified: students’ lack of collaborative skills, free-riding, competence status, and

friendship. Furthermore, the results showed three interrelated antecedents that contribute to these
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects

of CL, which led the participating teachers to neglect the collaborative aspects of CL. These

antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and

assessed student collaboration. In conclusion CL or collaborative learning can also be an

ineffective way because some students lack collaboration skills, some are free- riding, some are

in a competence status and some involve friendship. This only means that in able to achieve a

successful collaborative learning we must overcome these obtacles. This study may be useful for

educators, designers, and researchers to foster the quality of student collaboration.

Exploring the role of social media in collaborative learning the new domain of learning.

This study is an attempt to examine the application and usefulness of social media and

mobile devices in transferring the resources and interaction with academicians in higher

education institutions across the boundary wall, a hitherto unexplained area of research. This

empirical study is based on the survey of 360 students of a university in Eastern India, cognising

students’ perception on social media and mobile devices through collaborative learning,

interactivity with peers, teachers and its significant impact on students’ academic performance.

Latent variance-based structural equation model approach was the one used for measurement and

instrument validation. This study reveals that online social media used for collaborative learning

had a significant impact on interactivity with peers, teachers and online knowledge sharing

behaviour.

In addition, interactivity with teachers, peers, and online knowledge sharing behaviour

has seen a significant impact on students’ engagement which consequently has a significant
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

impact on students’ academic performance. From this finding, it would be valuable to mention

that use of online social media for collaborative learning facilitate students to be more creative,

dynamic and research-oriented. It is purely a domain of knowledge. Based on the empirical

investigation, it could be noted that application and usefulness of the social media in transferring

the resource materials, collaborative learning and interaction with the colleagues as well as

teachers would facilitate students to be more enthusiastic and dynamic. This study provides

guidelines to the corporate world in formulating strategies regarding the use of social media for

collaborative learning. (Ansari, J.A.N., Khan, N.A, 2020)

How system functionality improves the effectiveness of collaborative learning

The purpose of this study was to build on the existing research into the relationships

between collaboration and germane cognitive load in online learning environments. Where this

study differs is the examination into the importance of the system functionality of online

environments and its relationship to germane cognitive load and collaboration. The research was

performed using surveys of students who were studying at the Open Cyber University of Korea.

This study founded that the relationship between collaborative interaction and germane load was

stronger when system functionality is high. It also supported existing evidence that well-

designed online systems with high functionality benefit learners, as students who are in classes

with higher quality systems report higher levels of germane cognitive load. This leads to the

importance of improving both pedagogy and technology in online learning environments. (Jamie

Costly,2019)

The Impact of Collaborative Learning and Personality on Satisfaction in Innovative

Teaching Context
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

The term “flipped teaching” is commonly used to describe a teaching method wherein the

completion of homework after class is carried out in the classroom and the classwork is to be

completed by the students themselves before class (Abeysekera and Dawson, 2015). Flipped

teaching is one of the most popular innovative teaching methods which has attracted a lot of

attention and lead to amount of discussion in recent years. In addition, collaborative learning is

often applied in flip teaching and it is also an issue worth to explore. In this study, both

quantitative and qualitative studies were conducted to examine the potential factors in affecting

the learners’ satisfaction in flipped education. The students were either asked to fill out the

questionnaire for qualitative research or invited as an interviewee for qualitative research in this

study. The survey results from 171 participants showed that collaborative learning and need for

cognition are significant predictors of learning satisfaction. In addition, a deeper look at the

collaborative learning process was further examined by conducting deep interview. A total of

twelve (12) students from six different flipped-teaching courses participated the interview. The

findings suggested that arranging some activities to encourage students to know each other

before class that helps students find corresponding group and facilitates their expertise for

collaborative learning. The mechanism significantly influenced team members’ engagement,

discussion atmosphere, and efficiency. From the survey-based regression model, it is found that

the cognitive needs of students and the degree of collaborative learning are directly related to the

learning satisfaction of flipped teaching. In addition, when learning tasks diversity, it will also

enhance students’ innovative ability, empathy, and even promote mutual learning. (Fei-Fei

Cheng , Chin-Shan Wu and Po-Cheng Su , 2021)

C. Synthesis
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

Collaboration means working together with one or more people to complete a project or

task or develop ideas or processes. Collaboration skills are essential for nearly every job role and

industry (Herrity,2019) . According to Sparks (2017) the ability to collaborate with others has

become one of the most sought-after skills in both education and the workplace. A survey by the

Association of American Colleges and Universities found that more than 80% of midsize or

larger employers look for collaboration skills in new hires, but fewer than 40% of them

considered new graduates prepared to work in teams.

Leadership is a skill used at every level. High-level executives, managers, and

contributors all use leadership to drive activities and projects forward. Whether you’re leading a

team or a meeting, developing leadership skills that make you an effective leader is a goal you

can strive for at any stage in your career.(Sennet,2021)This means that when you are a leader

you need to collaborate with your group members. Strathmann, (2020) defines leadership that

speaks to its core sentiment and tells us that you don’t need a fancy title to be considered leader.

You just need to be someone who cares about a cause enough to ask others to join you,

This result of the study that was conducted by Singh, A. ., Ago, B. J. ., Benosa, D. .,

Cerillo, T. ., Laguna, D. ., and Ugto, A. .(2020) showed that engaging in collaborative learning

is highly effective because it does not only help the students to grow as a group but also

individually. The findings showed that the most common activity used in collaborative learning

are group reporting, role-playing, travel essay, and think-pair-share. Furthermore, the studies of

Anouschka van Leeuwen, Jeroen Janssen,2019 , Jamie Costly,2019 , Arjan Laal, Seyed

Mohammad Ghodsi, (2012), and Sparks, 2017 showed that collaborative learning has many

benefits and it helps students to learn more. Also it showed that collaborative learning can help

improve a students leadership skills.

Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

LETTER TO THE RESPONDENTS

December 2022

Dear Respondents,

Good Day!

The students of Grade 12 HUMSS Shakespeare would like to ask your permission to

please allow us to conduct a survey among the Grade 12 HUMSS student at Dr. Ramon De

Santos National High School regarding our research study entitled "Effects of Collaborative

Learning on Leadership Skills of Selected Grade 12 – Humanities and Social Sciences

Students" .

The survey would last for only a few minutes and would be taken at a time convenient to

the students’ schedule. Participating in this study is entirely voluntary. All data’s and information

that we would gather will be treated with utmost confidentiality and will be used for academic

purposes only. The researcher are hoping your cooperation by answering the survey sincerely

and truthfully.
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija

Thank you very much.

Very Respectfully Yours,

Antolin, Sophia Kien P.

Noted:

REYNALDO D. DADULLA
Research Adviser