Collaborative Learning as a Factor in Enhancing Senior High School

Students' Critical Thinking Skills in STI College Lipa

Submitted in Partial Fulfillment of the Requirements for Practical Research 2 and English for

Academic and Professional Purposes

Members:

Atienza, Vanessa Angela Clemente, Ralph Laurence

Bautista, Renz Hernandez, Keyd Vienah Rosh

Bucad, Johnlery Matienzo, Cyrus

Cabigan, Raenel

MAWD 201

Annie Rose Aboilo

Eden Rose Abante

January 2023
 Chapter I

Introduction

This chapter will explain what the research is all about, the problem under consideration,

the scopes and limitations, the significance of the study, the theoretical and conceptual

framework, and the hypothesis that will help readers gain insight into the research.

Background of the Study

This study will show the facts and theories about collaborative learning which the

researchers are trying to figure out if it is a factor that can help students enhance their critical

thinking skills. In a recent study conducted by researchers from the University of Washington,

active learning driven by collaboration and interaction was proven to positively affect the

academic performance of university students. More surprisingly, this study found that the

absence of active learning can hurt a student’s academic success.

Collaborative learning is based on the belief that knowledge is socially constructed

between people. Students of varying ability levels collaborate in pairs or groups to discuss

concepts and solve problems to achieve an academic goal. It is a kind of learning which requires

more than one member to have an achievement either individually or by group. Collaborative

learning makes students with different backgrounds, races, or upbringings work together. They

come together in a setting that would not be possible if it were not for collaborative learning. To

solve a project’s given problem, children need to communicate. They can hear different opinions

and learn more about different cultures. The collaborative learning methodology is ideal for

children that have difficulties in a social setting.

 According to Lev Vygotsky (1934), “Collaborative learning theory is a process whereby

a group (or groups) of individuals learn from each other by working together to solve a problem,

complete a task, create a product, or share one’s thinking. It involves peer-to-peer learning that

fosters deeper thinking in the classroom. Collaborative learning theory suggests that group

learning helps students develop their higher-level thinking, oral communication, self-

management, and leadership skills.”

This research study focused on exploring students’ perceptions on how they enhance their

critical thinking skills, which involves collaborative learning strategy to effectively help them.

This chapter will give a brief overview of the background of the problem, discuss collaborative

learning, and give an overview of the research questions, theoretical framework, limitations,

delimitations, and definition of terms. This study examined how students describe and interpret

their learning strategies and explore the supports and barriers enhancing their critical thinking

skills.

Statement of the Problem

This study's purpose is to find out if collaborative learning is an effective factor that can

help Senior High School Students of STI College Lipa enhance their critical thinking skills.

Specifically, this study seeks to answer the following:

1. What are the factors of collaborative learning in enhancing critical thinking skills of

students?

2. What are the advantages of collaborative learning than the other factors that can help

students enhance their critical thinking skills?

 3. How effective is collaborative learning as a factor in enhancing the Senior High School

Students’ critical thinking skills?

4. Based on the data gathered, what are the recommendations of the researchers to the

study?

Hypothesis

HO: Collaborative learning does not enhance Senior High School Student's critical

thinking skills of STI College LIPA.

H1: Collaborative learning enhances Senior High School Student's critical thinking skills

of STI College LIPA.

Theoretical Framework

According to Lev Vygotsky (1934), “Collaborative learning theory is a process whereby

a group (or groups) of individuals learn from each other by working together to solve a problem,

complete a task, create a product, or share one’s thinking. It involves peer-to-peer learning that

fosters deeper thinking in the classroom. Collaborative learning theory suggests that group

learning helps students develop their higher-level thinking, oral communication, self-

management, and leadership skills.”

This theory demonstrates how a group of people can improve data analyzing skills by

learning, solving, or even sharing ideas from one another. It claims that it can help people

develop their high-level thinking, which will allow them to properly analyze data. It also
demonstrates that peer-to-peer learning promotes deeper thinking, which can aid in the analysis

of ideas.

Conceptual Framework

INPUT PROCESS OUTPUT

1. How effective is  Theory Collaborative

collaborative  Hypothesis Learning as a Factor
learning?
 Research in Enhancing
2. How
Design Mobile App and
collaborative
learning affect the  Selecting Web Development
critical thinking Respondents Student’s Critical
skills.?
 Data Thinking Skills in
3. What effect does
Collection STI College Lipa
collaborative
learning have on  Data

study and Processing

performance?
 Data
4. Based on the data
Analysis
gathered, what
 Findings
recommendations

can the researchers

give to those

students?
 The IPO model or approach (Input - Process - Output) described the study's conceptual

framework. As shown in this figure, the input consists of the research questions answered

through the study. The process consists of the methods used in the study. The output consists of

the title of the study. It shows the theory that supports the topic and the hypothesis, which states

that collaborative learning is, or is not a factor that can help students enhance their critical

thinking skills. It also shows the research design, the selection of respondents, the data

collection, data processing, data analysis, and the findings.

Significance of the Study

This study will be undertaken to identify the factors in enhancing Senior High School

students’ critical thinking skills. This research is deemed significant and beneficial to the

following:

For the researchers. This study will give their knowledge by gathering information that

can help them to understand more the effect of Collaborative Learning in Enhancing the Critical

Thinking Skills of Senior High School students. Researchers will become more aware of how

collaborative learning affects their critical thinking skills.

For the students. Through this study, the students will become more aware of how

Collaborative Learning affects their learning. It will help them discover what affects their

learning through Collaborative Learning. Students will be able to know the factors that can help

them learn.
 For the teachers. This study will encourage teachers to find useful ways to help them

better understand the learning needs of students. Teachers will be able to discover what affects

their students’ learning through Collaborative Learning. It can help them identify the factors

that affect their students’ critical thinking skills.

For the readers. This study will serve as a guide for those who would conduct similar

studies. It can be used as their basis in making these similar papers. Readers will become aware

of how collaborative learning affects the critical thinking skills of students.

For the parents and / or guardian. The results of this study will provide some insights

and information on how parents and / or guardians can identify what causes their children to

enhance their capability of learning. By identifying the collaborative learning factor, parents

and/or guardians may also be able to discover the actions that they can take as a response to such

specific phenomenon.

For the curriculum development. This study will give them information gathered as a

basis in enhancing their training or organization plans and guides learning towards their

students. Curriculum development will learn how to improve the students' learning skills.

To future researchers. This study will give them information gathered as a basis of

Factor Enhancing Senior High School Students Critical Thinking Skills. Future researchers will

become aware of how Collaborative Learning affects the Critical Thinking Skills of students.
Scopes and Limitations

Scopes

The research study will focus on collaborative learning as a factor in enhancing critical

thinking skills of STI College LIPA’s Senior High School Students. This study includes 9

students in Grade 11 and the remaining 41 in Grade 12, for 50 participants. The research was

conducted in the first semester of the 2022 – 2023 academic year. This study is only applicable

to the respondents and will not be used as basis. The primary source of data was a questionnaire

prepared by the researchers as a reference for the study.

Limitations

This research will not center on the effects of mobile learning applications on

undergraduate student’s academic achievements, attitudes toward mobile learning animations

development levels. In this context, the research problem is “how collaborative learning affects

people’s ability to improve their critical thinking skills.”

Definition of Terms

This study involves complex and usual terminology, and the definition follows for clarity

and greater comprehension of the study. The terminologies used are operationally defined.
 Collaborative Learning - it gives students opportunities to engage in dialogue and

exchange their ideas actively through group activities.

Critical Thinking - it is an opinion of a higher order because it involves a process of

assessment, analysis, and synthesis.

Metacognitive Skill - it is the group's ability to reflect on the cognitive abilities of the

group as well as the ability to plan, monitor, and evaluate group activities during collaborative

learning to gain group knowledge together.

Project Based Learning - An approach is because you develop a specific product during

learning.

Request based learning - it focused on asking questions, developing critical thinking,

and solving problems.

Problem based learning - it is the learning which focuses on the process of solving

problems.
 Chapter II

Review of Related Literature

This chapter will look into the several pieces of literature related to collaborative learning

in students learning. Studies have demonstrated that collaborative learning might affect a

student's ability. In this study, their findings are discussed.’

Local

Garcia, Cadoc-Reyes, & Veluz (2018) reviewed several literatures focusing on online

collaborative learning and found evidence that the interactive nature of collaborative learning has

the ability to “change the nature of distance education from an autonomous, isolated experience

to a potentially social constructivist environment”. Moreover, their study highlighted the

following attributes of knowledge construction through collaborative learning: clarification

of ideas via group communication, obtaining feedback to a learner’s ideas from other group

members, sharing diverse perspectives of group members, group sharing of resources, ideas, and

expert advice, seeking group solutions for problems, power of group discussion mediated by

communications media, practicing the new language of the knowledge community in small

groups, learning a safe setting for risk, providing socio-affective collaborative support, providing

technical support collaboratively, planning to continue group beyond the course, using group

responsibility as an individual motivator, changing roles with changing needs, using conferences

to manage group activities, and effects on student outcomes.

 Virtudes (2017) found that cooperative learning strategies have been highly successful, in

terms of both learning achievement as well as the development of morals and values of students.

Foreign

Factors of Collaborative Learning.

Qureshi et al. (2021) states that social presence is another key factor in collaborative

learning. It is the degree to which individuals perceive that they are actively connected. Student’s

social presence within a collaborative workgroup affects the degree to which a student is

motivated to learn and put forth greater individual e ffort. Therefore, we can say that through

social presence a sense of community is developed that inspires students to develop learning by

collaborating with peers.

Hernández-Sellés et al. (2019) in their study examined the impact of interaction;

emotional support by intragroup and online tools of collaboration in learning in customer

supported online learning and found a significant relationship between student interactions in

workgroups with collaborative learning.

According to Chan et al. (2019), interactivity enhances by increasing collaborative

learning and thus improves the performance of learners.

Furthermore, Shapiro et al. (2017) state that interactivity encourages active participation.

Interaction with peers motivates learners to discuss and share ideas and information.

Chan et al. (2019) suggests that the associations between interaction, collaborative

learning, and performance of learning are significant. Interactivity also allows instructors to

respond to students’ input within lessons, promoting collaborative learning, participation, and

engagement among students.

 According to Chen et al. (2018), the learning style preference of students and their

satisfaction depends on social presence level and collaborative learning.

According to Benjamin (2017), “For collaboration to succeed, learners must be able and

motivated to actively participate and co-construct knowledge with peers. This suggests that the

composition and attitudes of the groups are important, as is the effectiveness of teachers at

implementing cooperative learning strategies.”

Loes and Pascarella (2017) state that cognitive disequilibrium occurs because of the

socio-cognitive conflict that arises when individuals work together to achieve shared educational

goals. They thought that the construction of new knowledge is often built on students’

experiences when working with others in the collaborative-learning process.

Ramdani, Susilo, Suhadi, and Sueb (2022) demonstrate the four essential elements in

collaborative learning as follows:

1. positive interdependence that is felt

2. sufficient interaction

3. individual accountability and personal responsibility

4. evaluate the group

In addition, they conclude that collaborative learning can theoretically enhance students

in empowering high-level thinking. Collaborative learning can enhance students' critical thinking

by asking, analyzing, synthesizing, interpreting, reasoning, and inferring.

As stated by (Biasutti & Frate, 2018), metacognitive skill in collaborative learning is

defined as the group's ability to reflect on the cognitive abilities of the group as well as the ability
to plan, monitor, and evaluate group activities during collaborative learning to gain group

knowledge together.

(Shin et al., 2020; Song & Park, 2020) added that metacognitive skill empowerment

during collaborative learning is done by providing authentic problems of everyday life. By

providing the correct problems, students will be stimulated to dig up information that is already

owned and bumped with the problems presented so that there is a knowledge gap the knowledge

gap will stimulate students to evaluate the extent of the knowledge they possess, identify what

knowledge they do not already have, plan how to acquire knowledge, and evaluate the process of

gaining their new knowledge.

Advantages of Collaborative Learning

Law, So, & Chung (2017) said “Collaborative learning can be adapted to the traditional

classroom environment, comprising joint intellectual effort by students, or students and

teachers together. In general, students are working in groups of two or more, jointly examining

for understanding issues, solving problems, finding resolutions, or co-creating a product.

Collaborative learning activities are diverse, but most important of all students are involved in

exploring or applying the course material, not simply focusing on presentations or expositions

by the students.

Furthermore, they state “Collaborative learning shifts the responsibility of knowledge

pursuit to students. Collaborative learning gives students opportunities to engage in dialogue,

take charge of their own learning. Students become self-directed learners and exchange their

ideas or thoughts actively through group activities directed toward a common goal and their

active participation in these collaborative activities is the same as interacting in a social

activity. Furthermore, collaborative learning boosts their self-efficacy because it brings both
direct and vicarious experiences to all group members. Hence, collaborative learning leads

students to acquire and hone social skills and to contribute towards development of positive

attitude of learning.”

Ramdani, Susilo, Suhadi, and Sueb (2022) states that the heterogeneity of group

member’s influences increased creative thinking skills. Students raised and educated in different

environments will acquire different knowledge, cognitive processes, and value systems.

Therefore, it is highly likely that collaborative learning will result in diverse, innovative ideas.

When group individuals face problems, their cognitive diversity can provide an opportunity to

see the problem from a new perspective to create unique concepts and design a variety of

creative ideas.

According to Ramirez & Monterola (2019), collaborative learning provides an

opportunity for students to seek information from a variety of learning resources to build their

knowledge. The process of building their knowledge gained during small group discussions

completes daily life's process.

Begum (2019) states that there is persuasive evidence that cooperative teams achieve

higher levels of thought and retain information longer than students who work quietly as

individuals. Shared learning gives students an opportunity to engage in discussion, take

responsibility for their own learning, and thus become critical thinkers.

In addition, collaborative learning is an instructional method in which student’s team

together on an Assignment. In this method, students can produce the individual parts of a larger

assignment individually and then “assemble” the final work together, as a team. Whether for a

semester-long project with several outcomes or a single question during class, collaborative

learning can vary greatly in scope and objectives.

Effectiveness of Collaborative Learning

Today, individuals are expected to have strong interpersonal skills (Organization for

Economic Co-operation and Development [OECD), 2017). In today's conditions, cooperative

learning (CL) plays a role in helping individuals acquire the desired skills. CL is one of the most

important applications in mathematics education (Parveen, Yousuf & Mustafa, 2017). According

to the research results, CL has a positive effect on students' mathematics achievement (Asha &

Al Hawi, 2016; Cumhur & Elmas-Baydar, 2017; Parveen et al., 2017), communication and social

skills (Pandya, 2017), mathematical understanding, and logical inference skills (Asha & Al

Hawi, 2016). CL has many benefits in the field of mathematics education. It can be said that the

skills expected from the students have changed according to today's conditions in CL and

problem-solving process in mathematics education. In this context, the OECD (2017) has

combined its ability to monitor and reflect with cooperative problem-solving competencies.

In a wider perspective, Chatterjee and Correia (2020) explain that CL develops learners’

interactive competences in a range of dimensions such as affection, cognition, social, and

metacognition. The broad concept of CL makes it unlimited to certain rules of learning because

active interactions can be made in many ways.

In implementing CL, the teacher is expected to be adequately masterful at CL-related

theories, strategies, and practices (Weinberger & Shonfeld, 2018). In addition, learners’

competences refer to their abilities to collaborate, do cognitive learning activities, and carry out

metacognitive learning activities.

Critical thinking is a skill of higher order that aids in evaluating the cons or pros by

evidence rational reasoning, that starts with the goal of answering a question or solving a
problem by considering various possibilities and selecting the most appropriate (Alsaleh, 2020).

It is the intellectually disciplined process of skillfully and actively conceptualizing, analyzing,

applying, evaluating, synthesizing information gathered from generated by, experience,

observation, reasoning, reflection, or communication, as a guide to action belief (Wang, 2017).

In addition, it has been defined as more than just a set of cognitive skills; it also includes

the ability to comprehend the substance of drawing conclusions and to analyze the evidence's

rationale. In particular, critical thinking is a dialogic practice learners commit to and engage in

collaborative and interactively. It is noteworthy that critical thinking is one of the life skills

required in this globalization era, that the educational process should assist learners to

develop critical thinking. Meanwhile, learners' critical thinking skills could not be improved

through a lecturer-centered teaching method (Bustami et al., 2018). This study attempts to fill

this gap by examining the impact of E-collaborative learning environment on development of

critical thinking skills.

In accordance with (Warsah et al., 2021), the process of student interaction in

collaborative learning is critical in empowering thinking, reasoning, analyzing, and elaborating

on each other's learning material.

(Chang et al., 2016) states that collaborative interaction in group activities can promote

team members in exchanging ideas and sharing viewpoints with fellow group members, produce

new outputs such as ideas, understanding, and solutions to problems so that this collaborative

learning is highly recommended to contract with group members who can empower creative

thinking and generate innovations.

According to Begum (2019), collaborative learning strategies used by the researcher was

very much beneficial to their learning students could seek out the required help from the
facilitator as this strategy is unlike the conventional teaching where it is teacher centered and the

concept is taught by lecture method where the student gets rare chance or no chance to interact

with the teacher.

Hsu (2021) states that collaborative learning is effective to foster thinking critically. The

results were proved by the achievement of the participants in mathematics, critical thinking test,

and higher levels of thought. He added that teamwork could improve problem-solving strategies

because the students are confronted with different interpretations of the given situation. Thus, the

learners must analyze, synthesize, and evaluate ideas cooperatively and achieve a better chance

to solve complex problems.

According to Saniyyati et al. (2020), collaborative learning approaches make an active

involvement, interactions, evaluations, swapping ideas and experiences between students and

increased their interests while promoting critical thinking.

Synthesis

The literature above states that collaborative learning enhances students in empowering

high-level thinking by asking, analyzing, synthesizing, interpreting, reasoning, and inferring. It

can promote team members in exchanging ideas and sharing viewpoints with fellow group

members, produce new outputs such as ideas, understanding, and solutions to problems so that

this collaborative learning is highly recommended to contract with group members who can

empower creative thinking and generate innovations. It provides an opportunity for students to

seek information from a variety of learning resources to build their knowledge. In addition,

heterogeneity of group member’s influences increased creative thinking skills. It is very much
beneficial to their learning students could seek out the required help from the facilitator as this

strategy is unlike the conventional teaching where it is teacher centered and the concept is taught

by lecture method where the student gets rare chance or no chance to interact with the teacher.

Chapter III

Research Methodology

This chapter presents a discussion on the research approach used, the subjects of the

study, the data-gathering instrument and research procedure involved in conducting this study.

Research Design

A correlational research design is a type of research method that involves examining the

relationship between two or more variables. In this study, the researchers would aim to identify a

correlation between the two variables, collaborative learning and the critical thinking skills of the

students. The researchers will perceive the relationship between the two variables. The

researchers want to identify if collaborative learning can enhance student’s critical thinking skills

or not. The researchers consider that correlational research design will be useful in this study

since it helps to predict the possible outcome of any event.

Respondents of the Study

 The study's participants will be Senior High School students. The total number of

respondents will be 50 students who will be chosen at random from STI College Lipa.

Furthermore, they will be the respondents because the researchers knew that they would have an

idea about the topic due to collaboration is widely used when studying.

Data Gathering Instrument

The data collection questions were written with the research topic in mind. A survey

questionnaire will be used as the data-gathering instrument in this study. Wherein the main

instrument in survey or statistical study contains a set of questions to be answered through a

form. This instrument was prepared to collect the data that answers questions related to the

problem statement. This method was chosen because it is the most effective and compatible with

the study. The questionnaire contains five (5) questions distributed to the respondents. It is

constructed with a ranging scale of 1-4, (1) as strongly agree, (2) is agree, (3) is disagree and the

last one is (4) strongly disagree. This scale will help the researcher to identify the results or the

outcome of the gathered data from the respondents.

Sampling Method

The type of sampling method used in the study is simple random sampling. In simple

random sampling, the 50 respondents will have an equal chance of being selected. This method

is the most straightforward of all the probability-sampling methods, since it only involves a

single random selection and requires little advanced knowledge about the population. The
researchers used this sampling method because it has high internal and external validity and is at

a lower risk for research biases like sampling bias and selection bias.

Data Gathering Procedure

The following steps were followed in the conducted of the survey and in completing this

study:

1. The researchers gathered information about their selected topic to produce their title.

2. After their title's approval, they gathered a variety of related literature and studies to

support their research.

3. As a primary step, the researchers developed a survey question derived from their

statement of the problem.

4. Before the researchers conducted the interview with their participants, they first presented

it to their instructor for approval.

5. After the approval, the researchers explained the main purpose of the study to the

selected respondents.

6. After the respondents interviewed, their response will be evaluated, interpreted, and

analyze

Statistical Treatment of Data

To analyze and interpret the data gathered from the survey, the researchers used the

following statistical tool:

 1. Weighted Mean – The weighted mean was computed to get the average or central value

of the responses in every statement using this formula:

WM = (x1 *4) + (x2 *3) + (x3 *2) + (x4 *1)

WM = Weighted Mean

X1 = no of respondents in Strongly Agree

X2 = no of respondents in Agree

X3 = no of respondents in Disagree

X4 = no of respondents in Strongly Disagree

n = total no. of respondents

The General Weighted Mean was computed using this formula

GWM = ∑x

GWM = General Weighted Mean

∑x = summation of the weighted mean

The Likert scale (typically) provides four answers to a statement or question that

allows respondents to indicate their positive-to-negative strength of agreement or

strength of feeling regarding the question or statement.

POINT SCALE RANGE EXPLANATION

4 4.00 - 3.00 Strongly Agree
3 2.99 - 2.00 Agree
2 1.99 - 1.00 Disagree
1 1.00 - 0.99 Strongly Disagree

Chapter 4

Results and Discussion

This chapter includes the presentation and interpretation of data gathered by the researchers from

the answers of the respondents to the survey questionnaire.

Factors of Strongly Disagree Agree Strongly Weighted Average

Collaborative Disagree (2) (3) Agree Mean
Learning (1) (4)
Interaction with 1 3 25 21 166 3.32
others in
collaborative
learning can
lead to sharing
ideas easily.

Collaborative 2 2 29 17 161 3.22

learning helps
me to
understand
more and
improve my
performance.
Social presence 1 5 24 20 163 3.26
of the group
 members lead
to an effective
collaborative
learning.

The 3 0 18 29 173 3.46

responsibility
of each member
is important in
collaborative
learning.

In collaborative 2 3 24 21 164 3.28

learning, we
need a positive
interdependenc
e in our group
to learn
effectively.

Total: 3.31

In this table 1, it shows that 3.31 is the total average for the factors of collaborative

learning and the result is strongly agree.

Advantages Strongly Disagree Agree Strongly Weighted Average

of Disagree (2) (3) Agree Mean
Collaborative (1) (4)
Learning
Collaborative 1 3 34 12 157 3.14
learning helps
me to hone my
critical thinking
skill.

Learning 2 3 34 11 154 3.08

collaboratively
increased my
interests while
promoting
critical
 thinking.
I can exchange 2 3 28 17 160 3.2
ideas through
collaborative
learning.
Having an 1 8 29 12 152 3.04
opportunity to
engage in
discussion can
help me to
become critical
thinker.
Collaborative 2 4 32 12 154 3.08
learning
develop my
higher thinking
skills and boost
my confidence.
Total: 3.11

In this table 2, it shows that 3.11 is the total average for the advantages of collaborative

learning and the result is strongly agreed.

How Effective is Strongly Disagre Agree Strongly Weighted Average

Collaborative Disagree e (3) Agree Mean
Learning (1) (2) (4)
Collaborative 3 3 30 14 155 3.1
learning affects the
way I communicate
with my
groupmates and my
understanding about
certain topic.
Collaborative 1 2 25 22 168 3.36
learning improves
my social skills.
Collaborative 1 5 24 20 163 3.26
learning makes me
 interact and
exchange ideas with
my groupmates.
Collaborative 3 3 33 11 152 3.04
learning can
enhance my critical
thinking by asking,
analyzing, and
interpreting
Collaboration with 2 1 27 20 165 3.3
others helps me to
create new
knowledge such as
ideas,
understanding, and
solutions to
problems.
Total: 3.22

In this table 3, it shows that 3.22 is the total average for the how effective is collaborative

learning and the result is strongly agreed.

 Chapter 5

Summary of Findings, Conclusions, and Recommendations

Summary of Findings

Conclusions

Statement of the Problem 1:

It may be inferred that the components of collaborative learning include engagement with

others, improved student performance, social presence, accountability of each member, and good

interdependence. These variables support collaborative learning in order to improve students'

critical thinking skills.

Statement of the Problem 2:

 It may be stated that the benefits of collaborative learning include the ability to refine

students' critical thinking abilities, improve their interests, share ideas, engage in conversation,

and boost their confidence.

Statement of the Problem 3:

It can be concluded that collaborative learning is effective due to it affects the way the

students communicate with their groupmates and their understanding about their topic. It

improves student's social skills, it makes them interact and exchange ideas with their

groupmates. Furthermore, it enhance their critical thinking by asking, analyzing, and

interpreting, and lastly, helps students to create new knowledge such as ideas, understanding, and

solutions to problems.

Theoretical Framework:

Lev Vygotsky's theory of collaborative learning supports the research that collaborative

learning can enhance students' critical thinking skills. According to Vygotsky, working together

in a group setting allows students to learn from each other and engage in deeper thinking, which

can help them develop their higher-level thinking, communication, and leadership skills.

Collaborative learning also allows for the sharing of different perspectives and ideas, leading to a

more diverse range of thinking and problem-solving strategies. Additionally, it encourages active

participation and engagement from all members of the group, promoting a sense of

accountability and ownership in the learning process. Furthermore, students learn how to give

and receive constructive feedback, which is an important skill for critical thinking. Overall,

collaborative learning is a powerful tool for promoting critical thinking in students, and
Vygotsky's theory provides a framework for understanding the cognitive and social processes

that underlie this kind of learning.

Hypothesis:

Based on the statistics, all of the average scores are larger than two suggesting that the

respondents agreed with the researchers' queries. This means that the alternative hypothesis, that

collaborative learning enhances senior high school students' critical thinking skills, was correct.

This is a significant finding as it highlights the benefits of collaborative learning in the

classroom. Collaborative learning has been shown to be an effective learning method in various

studies and this research adds to the growing body of evidence supporting its effectiveness.

Furthermore, this research can be used to inform education policy and curriculum development,

as it suggests that collaborative learning should be incorporated into the curriculum for senior

high school students. Additionally, this research can be used to encourage teachers to implement

collaborative learning in their classrooms, as it provides them with evidence of its effectiveness.

Overall, this research provides valuable insights into the benefits of collaborative learning for

senior high school students. In addition, it can be used to improve education and enhance

students' critical thinking skills.

Research Design:

The choice of a correlational research design in this study is acceptable because it allows

the researchers to evaluate the link between the two variables, collaborative learning and critical

thinking abilities, and decide if there is a correlation between them. Furthermore, if the

alternative hypothesis is correct, collaborative learning can improve students' critical thinking
skills, making the use of a correlational study design helpful because it demonstrates that there is

a link between the two variables.

Recommendations

1. Researchers

 Based on the results of the survey, they should observe whether the collaborative

learning could still be a factor or not in the future.

2. Students

 Learn how to communicate with other students.

 Interact with other people and exchange ideas with them.

 Collaborate with others to improve social skills.

3. Teachers

 Structure activities that requires collaboration to help students to get used to

collaborating when accomplishing a task.

 Observe their student’s weaknesses when they are in a group.

4. Readers

 Use this study to gain knowledge about the topics that are related to the use of

collaboration when learning and how it differs in terms of its effect towards the

critical thinking skills of the students.

5. Parents/Guardians

 Teach their child/children how to socialize with others.

 Encourage their child/children to participate on activities that requires

collaboration.
 6. Curriculum Development

 Use this study to give knowledge to their students about learning collaboratively

as well as improve their strategies of teaching how to collaborate with others.

 Collaborative learning should be incorporated into the curriculum for senior high

school students.

7. Future Researchers

 Use this study to gain knowledge about the topics that are related to collaborative

learning being a factor in enhancing student’s critical thinking.

References:

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