ABSTRACT
This qualitative-phenomenological study explored the narratives of science teachers on the use of collaborative learning as bases for an intervention program in Oton National High School during the School Year 2025–2026. Data were collected from seven (7) science teachers through a validated researcher-made interview schedule. Using thematic analysis, the study provided valuable insights for designing intervention programs that could enhance both teaching practices and student learning outcomes in specialized science education. Based on the results of the in-depth interview conducted with the participants, it was found that the narratives of science teachers on the use of collaborative learning include pairing weak learners with fast learners, providing opportunities for learners to ask questions and share ideas, offering ease and comfort to teachers, and experiencing unequal participation among learners during group activity. Given the results, the study recommends collaborative learning as a primary instructional strategy to ensure students effectively master complex scientific concepts.
Keywords: Narratives, Science Teachers, Collaborative Learning, Intervention Program
INTRODUCTION
Collaborative learning is a pedagogical approach wherein students interact with peers to achieve shared goals and deepen conceptual understanding. This strategy necessitates active cooperation and mutual accountability, as each member contributes to the collective success of the group. Given that learning often occurs through peer-led discussions and the exchange of ideas—frequently outside of direct teacher observation—effective communication and social interaction are essential for successful knowledge construction (Johnson & Johnson, 2021).
Typically involving small groups working toward common objectives, collaborative learning fosters cooperative problem-solving and active engagement. Research indicates that this method significantly enhances academic achievement, improves interpersonal communication, and increases information retention compared to solitary learning. The efficacy of this approach is rooted in core principles such as positive interdependence, individual accountability, and promotive interaction (Johnson & Johnson, 2021).
Recent scholarship emphasizes that collaborative learning has the potential to bolster student confidence, motivation, and overall learning outcomes (Supena et al., 2021; Buriro et al., 2023). While the terms collaborative, cooperative, and team-based learning are often used interchangeably, collaborative learning specifically denotes student-driven activities where the teacher functions primarily as a facilitator (Kirschner et al., 2021). Furthermore, this approach promotes deep learning through high-quality social interactions, including argumentation and the critical questioning of contradictory information (Visschers-Pleijers et al., 2021). In science education, such engagement is vital for conceptual change, as students explain and interrogate complex processes among their peers (Van Boxtel et al., 2021; Linton et al., 2021). Consequently, learning outcomes in these settings depend heavily on the quality of peer-to-peer discourse and collective idea-building (Chinn et al., 2021; Barron et al., 2021).
Despite the extensive literature regarding the benefits of collaborative learning, several critical gaps remained. Most existing research focused on higher education or general classroom settings, with limited data specifically addressing collaborative learning within Special Science Elementary School (SSES) programs. Additionally, while positive outcomes were well-documented, there was insufficient evidence concerning teachers’ lived experiences, specific challenges, and coping strategies when implementing collaborative models within specialized science curricula. Furthermore, few studies examined the integration of collaborative learning alongside intervention programs targeted at learners performing below grade level.
Thus, this study was conducted to address these gaps by exploring the experiences of teachers, the challenges they encountered, and the strategies they employed to facilitate collaborative learning in SSES classrooms. The findings sought to provide valuable insights for designing intervention programs that could enhance both teaching practices and student learning outcomes in specialized science education.
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