"Investigating the Impact of Collaborative Learning on Academic Achievement in High

School Students of King’s Valley International School Mandalay, Myanmar"

In partial fulfillment of the requirements in the subject course Research and Statistics
Master in Management Major in Educational Management

Submitted by: Ryan L. Estonio

Submitted to: Dr. Libert Acibo
Introduction:

Collaborative learning is a teaching strategy that involves students working together in

groups to achieve a common academic goal. It is widely recognized as an effective way
to enhance students' academic achievement and social skills. The purpose of this study
is to investigate the impact of collaborative learning on academic achievement in high
school students.

Rationale:

The rationale behind this research is to investigate the impact of collaborative learning
on academic achievement and social skills in high school students. Collaborative
learning has been widely recognized as an effective teaching strategy that can enhance
students' academic achievement and social skills. However, there is a need to
investigate its impact in a high school setting, where students are preparing for higher
education and future careers. Understanding the impact of collaborative learning on
high school students can provide valuable insights for educators and policymakers on
how to improve teaching practices and student outcomes. This research can also
contribute to the growing body of literature on the effectiveness of collaborative learning
in enhancing academic achievement and social skills.

Research Questions:

1. What is the impact of collaborative learning on high school students' academic

achievement?
2. How does collaborative learning affect high school students' attitudes towards
learning and social skills?
3. Are there any differences in the impact of collaborative learning on academic
achievement between male and female high school students?
Variables:

1. Collaborative learning: This is the independent variable in this study, which

refers to a teaching strategy that involves students working together in groups
to achieve a common academic goal.
2. Academic achievement: This is the dependent variable in this study, which
refers to the level of success or performance of high school students in their
academic work, measured by their grades or test scores.
3. Attitudes towards learning: This is another dependent variable that will be
measured using a self-report questionnaire, which refers to students' beliefs,
feelings, and perceptions about the learning experience.
4. Social skills: This is another dependent variable that will be measured using a
self-report questionnaire, which refers to students' abilities to interact with
others in a positive and effective manner.

Methodology:

This study will employ a quantitative research design using a pre-test/post-test control
group design. The participants will be high school students from two schools in the
same district, with one school serving as the treatment group and the other serving as
the control group. The treatment group will receive collaborative learning instruction
while the control group will receive traditional instruction. Academic achievement will be
measured using students' grades, and attitudes towards learning and social skills will be
measured using a self-report questionnaire. Data will be analyzed using descriptive
statistics and independent samples t-tests.

Expected Results:

It is expected that the treatment group will show a significant improvement in academic
achievement compared to the control group. Additionally, it is expected that the
treatment group will show more positive attitudes towards learning and higher social
skills compared to the control group. It is also anticipated that there will be no significant
differences in the impact of collaborative learning on academic achievement between
male and female high school students.

Conclusion:

The findings from this study will contribute to the growing body of literature on the
effectiveness of collaborative learning in enhancing high school students' academic
achievement and social skills. It will provide valuable insights for educators and
policymakers on the benefits of incorporating collaborative learning into their teaching
practices. The study will also highlight any potential differences in the impact of
collaborative learning on academic achievement between male and female high school
students, which may inform future research in this area.