II.

Background of the study

Enhancing reading comprehension skills in high school students is crucial for their academic success and
overall development. It involves equipping students with the ability to understand, analyze, and
interpret writer texts effectively.

One approach that has been investigated for its effects on reading comprehension is collaborative
learning strategies. Collaborative learning strategies involves students working together in groups to
achieve a common learning goal. This approach encourages active participation, engagement, and
interaction among students, which can enhance their reading comprehension skills. When students
collaborate, they can share their thoughts, discuss different perspective, and collectively make meaning
of the text.

The primary objective is to enhance student’s ability to understand, analyze, and interpret written texts.
By implementing collaborative learning strategies, the investigation aims to determine if this approach
can effectively improve reading comprehension skills. Collaborative learning encourages students to
think critically about the texts they read. The investigation can explore how collaborative activities
stimulate students critical thinking skills, such as evaluating information, making connections, and
draining conclusions. Collaborative learning involves active communication and interaction among
students

Moreover, an investigation on the effects of collaborative learning strategies on reading comprehension

in high school students would delve into how this approach impacts their understanding of texts. It
could explore various aspects such as the development of critical thinking skills, the ability to ask and
answer questions about the text, and the improvement of overall comprehension. This can examine
how collaborative activities contribute to the development of effective communication skills, including
expressing ideas, listening to others, and engaging in meaningful discussions.

Furthermore, the investigation can assess the impact of collaborative learning strategies on student’s
ability to work together as team. By investigating the effects of collaborative learning strategies, the
objectives are to determine if this approach increases student’s engagement and motivation.
III. Statement of the problem

Specifically, this study will seek answers to the following questions:

1. What are the effects of collaborative learning on high school students' critical thinking skills in
relation to reading comprehension?
2. How does collaborative learning influence high school students' metacognitive awareness during
reading comprehension tasks?
3. To what extent does social interaction in collaborative learning contribute to the development
of reading comprehension skills?
4. How does the integration of technology in collaborative learning activities impact high school
students' reading comprehension skills?

IV. Significance of the Study/ Expected Output

This investigation on the effects of collaborative learning strategies on enhancing reading

comprehension skills in high school students will offer a variety opportunity to the following:

1. High School Students: Improving reading comprehension skills will directly benefit the students
themselves. It will enhance their academic performance, boost their confidence, and equip
them with essential skills for future education and career success.
2. Teachers: Teachers play a crucial role in facilitating students' learning and development. By
enhancing students' reading comprehension skills, teachers can witness improved classroom
engagement, better understanding of course materials, and increased student achievement. It
can also make teaching more effective and rewarding.
3. Parents: Parents are often involved in their children's education and want to see them succeed.
By focusing on enhancing reading comprehension skills, parents can support their children's
learning at home, provide additional resources, and help them develop a love for reading. This
can strengthen the parent-child bond and contribute to the child's overall educational growth.
4. School Administrators: School administrators are responsible for creating a conducive learning
environment. By prioritizing reading comprehension skill enhancement, administrators can
improve the overall academic performance of the school, boost student achievement, and
enhance the school's reputation.
5. College Admissions Officers: Colleges and universities look for well-rounded applicants who
possess strong academic skills. High school students with enhanced reading comprehension
skills are more likely to excel in college-level courses, perform well on standardized tests, and
write effective essays. This can increase their chances of being accepted into their desired
colleges and universities.
6. Employers: Reading comprehension skills are valuable in the workplace, regardless of the career
path chosen. High school students who develop strong reading comprehension skills will be
 better prepared for future employment. They will be able to understand complex documents,
follow instructions accurately, and effectively communicate with colleagues and clients.
7. Society: A society with individuals who possess strong reading comprehension skills benefits as
a whole. These individuals are more likely to be informed citizens, critical thinkers, and active
participants in civic and community activities. They can contribute positively to society, make
informed decisions, and advocate for positive change.

V. Scope of the study

This investigation aims to explore the effects of collaborative learning strategies on enhancing reading
comprehension skills in high school students. The study will focus on the following aspects:

1. Participants: High school students from various grade levels will be included in the study to
ensure a diverse representation.
2. Intervention: Collaborative learning strategies, such as group discussions and cooperative
learning activities, will be implemented to enhance reading comprehension skills.
3. Assessment: Pre- and post-assessments will be conducted to measure the impact of
collaborative learning strategies on students' reading comprehension abilities.
4. Data Collection: Data will be collected through observations, reading comprehension tasks, and
student feedback obtained via surveys or interviews.
5. Data Analysis: Both quantitative and qualitative analysis will be employed to examine changes
in students' reading comprehension scores and gather insights into their experiences with
collaborative learning strategies.
6. Ethical Considerations: Ethical guidelines will be followed, including obtaining informed
consent and ensuring the confidentiality of participant information.
7. Expected Outcomes: The study expects to find positive effects of collaborative learning
strategies on enhancing high school students' reading comprehension skills, contributing to the
existing body of knowledge on effective instructional approaches.

VI. Methodology

1. Research Design

The explanatory survey and creative methods will be employed in this study to 60 students in
Bagahanglad National High School, 10 students each grade level.

a. Experimental Design: A quasi-experimental design will be employed, with a pre-test and post-
test design. The experimental group will receive collaborative learning interventions, while the
control group will receive traditional instruction without collaborative learning activities.
 b. Sample Selection: A purposive sampling technique will be used to select high school students
from different grade level. The sample size will be determined based on power analysis and the
availability of participants.
c. Random Assignment: Participants will be randomly assigned to either the experimental group
or the control group to minimize selection bias.

2. Description of Instrument/Data Gathering Form

The purpose of this instrument is to gather data and investigate the effects of collaborative learning
strategies on enhancing reading comprehension skills in high school students. The form aims to collect
information from both students and teachers to assess the impact of collaborative learning techniques
on students' reading comprehension abilities.

Section 1: Student Information

- Name: The student's name will be recorded to identify individual responses.

- Grade/Year Level: This section will capture the grade or year level of the student to analyze the data
based on different educational stages.

- Age: The age of the student will be recorded to consider any age-related factors that may influence
reading comprehension skills.

- Gender: This section will capture the gender of the student to analyze any potential gender-related
differences in the effects of collaborative learning strategies.

Section 2: Pre-Intervention Assessment

- Reading Comprehension Skills: Students will be asked to complete a pre-intervention assessment,

which may include multiple-choice questions, short answer questions, or reading passages with
accompanying questions. This section will evaluate the students' initial reading comprehension skills
before implementing collaborative learning strategies.

Section 3: Collaborative Learning Strategies

- Types of Collaborative Learning: Students will be asked to indicate the types of collaborative learning
strategies they have experienced during the intervention period. This may include group discussions,
cooperative projects, peer tutoring, or other collaborative activities.

- Frequency and Duration: Students will be asked to provide information on the frequency and duration
of the collaborative learning sessions they participated in. This information will help assess the
relationship between the intensity of collaborative learning and the improvement in reading
comprehension skills.
Section 4: Post-Intervention Assessment

- Reading Comprehension Skills: Similar to the pre-intervention assessment, students will be asked to
complete a post-intervention assessment to evaluate their reading comprehension skills after the
implementation of collaborative learning strategies.

Section 5: Teacher Feedback

- Teacher's Name: This section will capture the name of the teacher who facilitated the collaborative
learning sessions.

- Observations: Teachers will be asked to provide qualitative feedback on their observations of students'
engagement, participation, and progress during the collaborative learning activities. They can share any
notable improvements or challenges they noticed.

Section 6: Overall Experience

- Student Reflection: Students will be given an opportunity to reflect on their overall experience with
the collaborative learning strategies. They can share their thoughts on the effectiveness of the
strategies, their perceived improvement in reading comprehension skills, and any suggestions for
improvement.

Conclusion:

This instrument/data gathering form aims to collect comprehensive data on the effects of collaborative
learning strategies on enhancing reading comprehension skills in high school students. By capturing
information from both students and teachers, it will provide valuable insights into the impact of
collaborative learning techniques on students' reading abilities. The data collected will be analyzed to
evaluate the effectiveness of collaborative learning strategies and inform future instructional practices.

3. Sampling Design

1. Target Population:

The target population for this investigation is high school students in a specific region or school
district. The study aims to include students from diverse backgrounds to ensure a representative
sample.

2. Sampling Technique:
 To select a representative sample, a combination of stratified random sampling and cluster
sampling techniques will be employed.

3. Stratified Random Sampling:

a. Stratification: The high school students will be divided into different strata based on grade level
or year level (e.g., 9th grade, 10th grade, 11th grade, and 12th grade).

b. Sample Size: A proportionate stratified random sampling approach will be used to determine the
sample size for each stratum. The sample size for each grade level will be determined based on the
proportion of students in that grade level within the target population.

c. Random Selection: Within each stratum, a random selection of students will be made using a
random number generator or a systematic sampling technique.

4. Cluster Sampling:

a. Clusters: High schools within the target region or school district will be considered as clusters.

b. Sample Size: A predetermined number of high schools will be selected as clusters based on the
available resources and feasibility of data collection.

c. Random Selection: A random selection of high schools will be made from the list of eligible schools
within the target region or school district.

5. Sample Size Determination:

The sample size will be determined based on statistical considerations, such as the desired level of
confidence, expected effect size, and the power of the study. A priority power analysis will be
conducted to determine the appropriate sample size needed to detect significant effects.

6. Inclusion Criteria:

To be included in the sample, high school students (be specific with regard to your respondents) must
meet the following criteria:

- Enrolled in the selected high schools within the target region or school district.

- Willing to participate in the study and provide informed consent.

- No known reading disabilities or learning difficulties that may significantly impact reading
comprehension abilities.

7. Data Collection:

Data will be collected through pre-intervention and post-intervention assessments, as well as surveys
or interviews with students and teachers. The assessments will measure reading comprehension
 skills, and the surveys or interviews will gather information on collaborative learning experiences and
perceptions.

8. Ethical Considerations:

Ethical guidelines will be followed to ensure the protection of participants' rights and privacy.
Informed consent will be obtained from students and their parents or guardians, and anonymity and
confidentiality of data will be maintained.

9. Data Analysis:

The collected data will be analyzed using appropriate statistical methods, such as t-tests, ANOVA, or
regression analysis, to examine the effects of collaborative learning strategies on enhancing reading
comprehension skills in high school students.

10. Limitations:

It is important to acknowledge potential limitations of the sampling design, such as the

generalizability of findings beyond the selected region or school district, and the potential for self-
selection bias if participation is voluntary.

By employing this sampling design, the investigation can gather data from a representative sample of
high school students to explore the effects of collaborative learning strategies on enhancing reading
comprehension skills. The findings can provide valuable insights for educators and policymakers in
designing effective instructional practices to improve students' reading abilities.

VII. Work and financial plan

Activities Date Resources Needed Funding

1. Request permission 3rd week of March Research Materials Personal

from the Schools
Division 2024
Superintendent to
conduct the study

2.Seeking the 4th week of March Research Materials Donation

assistance of key
teachers in identifying 2024 Laptop and Printing
the intervention

3.Utilizing the April - May Students Solicitation

intervention 2024 Donation

4.Analyses of the June 2024 Laptop Solicitation/Donation

result.

5. Submission of the July Laptop Solicitation

findings to the Division
office 2024 Donation