ABSTRACT
This study examined the integration of collaborative learning games to promote teamwork and learner interest in Mabuhay District, with particular attention to their potential contribution to academic performance. Specifically, it assessed four collaborative learning strategies: think-pair-share, peer review, jigsaw technique, and group problem-solving. The study employed the descriptive-survey method and involved 153 respondents, consisting of 20 school administrators and 133 teachers. Data were gathered through a questionnaire-checklist and analyzed using weighted means, ranking, and a t-test to examine differences between the responses of school administrators and teachers. The findings revealed that all four collaborative learning strategies were rated as always practiced. Think-pair-share obtained the highest mean of 3.64, followed by peer review at 3.56, jigsaw technique at 3.54, and group problem-solving at 3.53. The results indicate that teachers regularly use collaborative strategies that encourage learners to exchange ideas, evaluate one another’s work, share responsibility, and solve problems collectively. These practices offer opportunities to strengthen teamwork, classroom participation, communication, and learner interest. However, the study’s findings are based on respondents’ assessments of instructional practices and do not independently establish a causal effect on actual academic achievement. The study recommends sustaining effective collaborative learning activities while further strengthening group problem-solving and evaluating their relationship with learners’ measured academic outcomes.
Keywords: Collaborative learning games, teamwork, learner interest, think-pair-share, peer review, jigsaw technique, group problem-solving, academic performance
INTRODUCTION
Academic performance remains an important concern in basic education, particularly when learners experience difficulties in mastering essential competencies and maintaining active participation in classroom activities. Improving learning outcomes requires instructional practices that not only deliver content but also encourage learners to participate, communicate, think critically, and work effectively with others. In Mabuhay District, the study identifies concerns about low National Achievement Test (NAT) Mean Percentage Scores and emphasizes the need for engaging instructional strategies that may support better learning experiences.
Collaborative learning provides opportunities for learners to share ideas, listen to different perspectives, contribute to group tasks, and develop a sense of responsibility for their learning. Through structured interactions, learners can explain concepts in their own words, ask questions, clarify misunderstandings, and learn from their classmates. Gillies (2016), as cited in the source study, emphasizes the importance of cooperative interaction in supporting academic learning and social relationships.
One approach to strengthening collaboration is the integration of collaborative learning games into classroom instruction. These activities make learning more interactive by giving learners opportunities to participate in meaningful tasks with their peers. When carefully planned, collaborative games can encourage learners to become active contributors rather than passive recipients of information. They can also help teachers address differences in learners’ abilities and participation levels.
The study focuses on four collaborative learning strategies: think-pair-share, peer review, jigsaw technique, and group problem-solving. Think-pair-share allows learners to reflect individually before exchanging ideas with a partner and sharing insights with the class. Peer review encourages learners to evaluate one another’s work constructively. The jigsaw technique distributes learning responsibilities among group members, who share their acquired knowledge to achieve a common goal. Group problem-solving engages learners in working together to analyze challenges, develop solutions, and justify their ideas through discussion and reasoning.
These strategies may promote teamwork and learner interest by creating opportunities for communication, cooperation, mutual support, and active involvement. They also provide teachers with ways to organize learner-centered instruction and develop important skills such as critical thinking, problem-solving, shared decision-making, and respect for others’ contributions. Their value, however, depends on appropriate facilitation, clear instructions, meaningful tasks, and equitable participation among learners.
In Mabuhay District, examining how teachers integrate these strategies can provide useful information for improving classroom practices. The study is particularly relevant because it considers the extent to which collaborative learning games are practiced and whether school administrators and teachers have similar assessments of these practices. Such information can help identify instructional strategies that are already well established and areas that may need further attention.
The purpose of this study was to determine the extent of integration of collaborative learning games in Mabuhay District in terms of think-pair-share, peer review, jigsaw technique, and group problem-solving; identify the most and least practiced strategies; and examine whether school administrators’ and teachers’ responses differed significantly. Ultimately, the study sought to provide a basis for strengthening teamwork, learner interest, classroom participation, and instructional practices that may support improved academic performance.
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