Collaborative Learning Strategies: Effects on Performance of Kindergarten Pupils
Year: 2025
Type: article
Abstract: This study determined the effectiveness of collaborative learning strategies in enhancing the reading performance of 44 kindergarten pupils at La Libertad Central School, School Year 2023-2024 employing quasi-experimental research design utilizing pre-test and post-test assessments of the control and the experimental group. It was revealed that the control group demonstrated a generally fair performance in the pre-test while the experimental group performed better in the pre-test. The test of significant difference between the pre-test performances of the control and experimental groups revealed no significant difference. The control group improved from a fair performance in the pre-test to a generally good performance in the post-test. The experimental group exhibited a remarkable improvement in the post-test, achieving a very satisfactory performance. The study revealed a significant difference between the post-test performances of the control and experimental groups. The test of significant difference between the pre-test and post-test performances of the control group revealed a significant improvement. The test of significant difference between the pre-test and post-test performances of the experimental group also showed a significant improvement. The test of significant difference in the mean gain between the control and experimental groups revealed a significant difference. The study highlights the positive impact of collaborative learning strategies on the reading performance of kindergarten pupils. With this, teachers may sustain the collaborative learning strategies used and integrate peer-assisted learning techniques, group reading activities, and interactive discussions to promote active participation in reading lessons. Keywords: collaborative learning, quasi-experimental, reading performance
Author: VIOS, MERCEDITA
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6912345947
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