INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

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Sociocultural Theory in the 21st-Century Philippine Secondary

Classroom: A Systematic Review of Collaborative Learning and

Student Achievement

Dan Zohar E. Mahilum*, Gladys S. Escarlos**

*Senior High Faculty, Tongantongan National High School-Valencia City, Philippines

**Faculty, Central Mindanao University- Maramag, Philippines

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0666

Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025

ABSTRACT

This systematic literature review explores the influence of collaborative learning strategies on academic

achievement and student engagement among secondary school students in the Philippines. Grounded in

Vygotsky’s Sociocultural Theory, the review synthesizes findings from five peer-reviewed studies published

between 2021 and 2024. These studies investigated a range of collaborative approaches, including Think-Pair-

Share, peer tutoring, structured group discussions, cooperative reading tasks, and hybrid models that combine

collaborative and individual learning. The analysis reveals that collaborative learning consistently supports

improved academic performance across disciplines such as science, mathematics, reading, and economics.

Students exposed to collaborative strategies demonstrated higher test scores, deeper critical thinking, and

increased motivation to learn. Moreover, these approaches fostered positive behavioral and emotional

engagement, evidenced by greater participation, peer communication, and classroom involvement. While

contextual factors such as grade level influenced outcomes, the overall results affirm the value of collaborative

learning as an effective pedagogical approach in 21st-century education. The study highlights the importance

of integrating social interaction into instructional design to promote both cognitive and social-emotional

growth.

Keywords: Collaborative Learning, Academic Achievement, Student Engagement, Secondary Education,

Sociocultural Theory.

INTRODUCTION

In recent years, the Philippine education system has increasingly emphasized learner-centered, collaborative,

and outcomes-based teaching methods, especially in response to evolving 21st-century competencies. Among

these strategies, collaborative learning has gained traction in secondary classrooms, not only as a tool for

engagement but as a proven method to improve academic achievement. This approach fosters communication,

critical thinking, and teamwork; skills recognized as essential for today’s learners. In 2022, the Philippines

ranked 77th out of 81 countries in reading, mathematics, and science performance according to the Programme

for International Student Assessment (PISA), underscoring the urgent need for effective pedagogical

interventions like collaborative learning (Palisbo et al., 2025).

Collaborative learning aligns closely with Sociocultural Theory, particularly Vygotsky’s notion of the Zone of

Proximal Development (ZPD), which asserts that learners can perform better through guided interaction with

peers or mentors. Studies in Philippine secondary schools support this premise. For instance, students exposed

to collaborative rotation strategies in Geometry classes showed significant gains in academic performance and

classroom engagement (Palisbo et al., 2025). Similarly, collaborative-individual approaches have been shown

to significantly boost critical thinking among Grade 10 students (Viado & Espiritu, 2023). These outcomes

suggest that when structured correctly, peer-based learning environments can be powerful catalysts for

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

Page 8810

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academic growth.

Kong (2021) found that collaborative activities not only improved academic performance among struggling

students but also encouraged the development of teamwork skills and learner autonomy in senior high schools.

Additionally, Gaad (2022) demonstrated that Online Collaborative Learning (OCL) significantly enhanced

both achievement and engagement in physical science classes, affirming its relevance in both in-person and

digital environments. These findings contribute evidence to the growing call for integrating collaborative

pedagogies within standard curricular practices.

Despite growing interest, there remains a notable gap in systematic syntheses of how collaborative learning

affects academic achievement at the secondary level in the Philippines, especially through the lens of

sociocultural theory. While individual studies highlight isolated improvements, few attempts have been made

to comprehensively review and consolidate findings across multiple regions and subject areas. The lack of

consolidated insights makes it difficult for educators and policymakers to create standardized, evidence-based

interventions. Additionally, the impact of classroom variables such as teaching strategies, peer interaction

formats, and subject context remains underexplored.

This study has significant implications for improving secondary education in the country. By systematically

analyzing collaborative learning practices and their academic outcomes within the theoretical framework of

sociocultural learning, this research can guide educators, curriculum developers, and school leaders in refining

classroom strategies. Furthermore, identifying which collaborative models work best and under what

conditions, can inform teacher training, student support systems, and educational policy.

This study seeked to conduct a systematic literature review focused exclusively on Philippine-based research

(2021–2025) examining the link between collaborative learning and student achievement in secondary

schools, viewed through the lens of Sociocultural Theory. The objective is to identify, analyze, and synthesize

key findings that illustrate how social interaction facilitates learning, and to determine which strategies are

most effective in fostering academic success among Filipino secondary students.

Research Problem

To better understand the current state of collaborative learning and its impact on student achievement in

Philippine basic education, this systematic review aimed to synthesize empirical findings from recent studies.

Specifically, it sought to answer the following questions:

1. How is collaborative learning implemented in secondary-level Philippine classrooms to enhance

student academic achievement?

2. What effects of collaborative learning on academic performance have been reported in Philippine

secondary school?

3. How do secondary school studies in the Philippines apply Sociocultural Theory to explain the

relationship between collaborative learning and student achievement?

METHODOLOGY

This study utilized a systematic literature review (SLR) design to examine how collaborative learning

influences student academic achievement in Philippine secondary schools, using Sociocultural Theory as a

guiding framework. The review aimed to synthesize existing empirical evidence to provide a clear

understanding of the patterns, outcomes, and theoretical applications of collaborative learning in the 21st-

century classroom. Research articles were sourced exclusively from Google Scholar, using a structured search

strategy that included combinations of key terms such as “collaborative learning,” “academic achievement,”

“secondary education,” “Philippines,” and “Sociocultural Theory.” The review focused on literature published

between 2021 and 2025, ensuring that only recent and relevant studies reflecting contemporary educational

practices were included in the analysis.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

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Studies were selected based on predefined inclusion and exclusion criteria. To be included, research must be

empirical, peer-reviewed, conducted within the Philippine secondary education context, and directly examine

the effects or outcomes of collaborative learning on student academic achievement. Only studies published in

English and accessible in full text were considered. Conversely, studies were excluded if they focused on

elementary or tertiary education levels, lacked empirical data, or discussed collaborative learning without

linking it to measurable academic outcomes. After careful screening, the selected studies were analyzed

thematically, identifying recurring patterns, instructional strategies, and theoretical implications. The analysis

was conducted manually to preserve the integrity and contextual depth of the findings across studies.

REVIEWED LITERATURE

Sociocultural Foundations of Collaborative Learning and Their Influence on Academic Achievement

Collaborative learning in secondary education is deeply grounded in Sociocultural Theory, particularly

Vygotsky’s concepts such as the Zone of Proximal Development (ZPD), scaffolding, and social mediation,

which emphasize learning as a socially situated process. Peer interaction, dialogic exchange, and co-

construction of knowledge enable learners to perform tasks beyond their independent abilities, aligning with

the principle that cognitive development is inherently linked to social context. Recent studies validate these

theoretical underpinnings. For instance, Rana and Rana (2022) found that although traditional pedagogies still

dominate in some secondary classrooms, collaborative strategies like group work and peer support facilitate

meaningful language learning and cognitive engagement when properly implemented. Similarly, Omodan et

al. (2024) emphasized that Vygotsky’s framework provides a practical structure for collaborative teaching,

enabling both students and co-teachers to construct inclusive learning environments that nurture critical

thinking and social skills.

Sociocultural Theory’s relevance to academic achievement is further reinforced by evidence from

experimental and thematic studies. Akinoso et al. (2021) demonstrated that while collaborative strategies may

not always significantly impact test scores in mathematics, they positively shift students’ attitudes toward

learning which is a crucial precursor to academic success in 21st-century skills. Furthermore, Scotland (2022)

highlighted that collaborative dialogue, a core aspect of Vygotskian mediation, enhances grammatical learning

in second-language contexts by allowing learners to engage in scaffolded interaction and mutual regulation.

These studies demonstrate how structured peer collaboration, grounded in sociocultural principles, not only

supports knowledge acquisition but also builds students’ confidence and metacognitive skills necessary for

sustained academic performance.

Collaborative Learning Strategies Used in Philippine Secondary Schools

The reviewed literature highlights a range of collaborative learning strategies implemented in secondary

schools across the Philippines from 2021 to 2024. These strategies vary in form and complexity but are all

rooted in student-centered interaction, aligned with Vygotsky’s Sociocultural Theory which emphasizes

learning as a social process. One commonly used approach is Online Collaborative Learning (OCL), which

was found effective during the pandemic through tools like Google Docs and Think-Pair-Share (TPS). This

digital adaptation allowed students to collaboratively write and reflect in real time, significantly boosting

engagement and comprehension in science classes (Gaad, 2022).

In face-to-face settings, other studies applied structured group work and peer tutoring, particularly in

Mathematics and Economics. For instance, Montemayor and Lumabi (2022) implemented small group

problem-solving and peer explanation tasks in math classes, showing improved academic performance. Viado

and Espiritu (2023) introduced a hybrid model combining collaborative and individual learning, where

students engaged in peer tasks during some lessons and worked independently in others. This approach

promoted both social interaction and personal reflection, enhancing critical thinking in the context of

Economics.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

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Similarly, Delos Reyes et al. (2024) employed cooperative learning frameworks that promoted team-based

tasks, although the impact on achievement varied depending on students’ grade levels. Their findings

emphasize the importance of appropriate grouping and classroom maturity in maximizing collaborative

benefits. Finally, Delima, Risonar, and Digamon (2024) used a Collaborative Learning Approach (CLA) to

improve reading proficiency among Grade 7 learners. The strategy included group reading, peer discussions,

and cooperative evaluation, fostering active engagement even among struggling readers.

Across these studies, the most prevalent strategies include Think-Pair-Share, small group discussions, peer

tutoring, and hybrid collaborative-individual frameworks. These approaches not only support academic

development but also foster essential 21st-century skills such as communication, critical thinking, and

teamwork. The variation in implementation ranging from digital to in-person, from literacy to numeracy,

shows that collaborative learning is a flexible and widely adopted pedagogical tool in secondary education.

Effects of Collaborative Learning on Academic Achievement

The integration of collaborative learning strategies into secondary education has consistently shown a positive

effect on students’ academic achievement, as demonstrated in the five reviewed Philippine-based studies.

Across subjects such as science, mathematics, economics, and reading, collaborative frameworks not only

enhanced comprehension but also yielded statistically significant improvements in test performance. For

instance, Gaad (2022) reported that senior high school students who engaged in Online Collaborative Learning

(OCL) through Think-Pair-Share activities on Google Docs demonstrated a marked increase in their post-test

scores in physical science, moving from a mean of 17.17 to 31.00. This suggests that even in virtual

environments, collaborative strategies can foster academic gains when thoughtfully designed and facilitated.

In the field of mathematics, Montemayor and Lumabi (2022) found that students exposed to collaborative

group problem-solving performed significantly better on post-tests than those taught using traditional lecture

methods. Their findings reinforce the idea that peer discussion and joint reasoning lead to deeper

understanding and higher achievement in computational subjects. A similar effect was observed by Viado and

Espiritu (2023), whose hybrid collaborative-individual learning model improved students’ critical thinking and

academic performance in economics. Their data showed a statistically significant increase in test scores (t =

3.316, p < 0.05), indicating that alternating between group work and independent tasks may provide cognitive

benefits across learning contexts.

Although Delos Reyes et al. (2024) noted that cooperative learning had no significant effect on academic

performance when grouped by age or gender, a significant improvement was found when grouped by grade

level, suggesting that academic maturity may influence the effectiveness of collaborative strategies.

Meanwhile, in the area of reading, Delima, Risonar, and Digamon (2024) documented a meaningful gain in

reading proficiency among Grade 7 learners using a Collaborative Learning Approach (CLA). The

experimental group scored a higher post-test average (M = 28.04) than the control group (M = 23.04),

supported by a highly significant p-value (0.000), indicating that CLA was effective in enhancing even

foundational literacy skills.

Taken together, these findings affirm that collaborative learning positively impacts academic performance

across subject areas and grade levels. However, outcomes may vary depending on student readiness, grouping

methods, and implementation context. The use of structured, theory-informed collaboration, particularly those

rooted in Vygotsky’s principles, appears crucial in driving academic gains.

Influence of Collaborative Learning on Student Engagement

Collaborative learning does not only influence academic performance as it also significantly enhances student

engagement, motivation, and participation in the learning process. The five reviewed studies provide consistent

evidence that when students are placed in interactive, peer-supported environments, they show higher levels of

emotional, behavioral, and cognitive engagement. In Gaad’s (2022) study on Online Collaborative Learning

(OCL), student engagement was quantitatively measured using the CIP (Cooperation, Interest, Participation)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

Page 8813

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Engagement Questionnaire. Results showed statistically significant increases in all three dimensions, with

students reporting heightened enthusiasm for learning and greater comfort in expressing ideas during group

tasks. This underscores the idea that structured online collaboration can meaningfully replicate, and even

enhance, the engagement found in face-to-face settings.

Montemayor and Lumabi (2022), although not using a formal engagement scale, noted that students

participating in collaborative problem-solving in mathematics classes displayed greater enthusiasm, more

active involvement, and willingness to explain their reasoning to peers. These behavioral cues were interpreted

as indicators of deeper learning engagement. Similarly, Viado and Espiritu (2023) emphasized that their hybrid

collaborative-individual model promoted participation, initiative, and peer communication, especially during

the generalization and discussion phases of the lesson. Their rubric-based evaluations revealed students

becoming more invested in the learning process when given opportunities to construct knowledge socially.

Delos Reyes et al. (2024) observed a similar pattern. Although cooperative learning’s effect on academic

performance was mixed, students involved in group tasks exhibited enhanced self-confidence, communication,

and peer trust, especially in higher grade levels. These outcomes reflect the affective benefits of collaboration,

reinforcing its role in developing students’ social-emotional competencies. Lastly, in a literacy-focused

intervention, Delima et al. (2024) noted that students became more engaged in reading activities when

participating in collaborative group reading sessions. Peer encouragement and shared accountability were

crucial in motivating struggling readers, even though their reading proficiency levels remained below national

standards.

Together, these findings affirm that student engagement thrives in collaborative settings, regardless of subject

area. Whether in science, math, economics, or reading, when students are given opportunities to learn with and

from one another, their participation deepens, their interest in lessons increases, and their willingness to take

ownership of learning is strengthened. These engagement outcomes are essential for promoting lifelong

learning and achieving the goals of 21st-century education.

CONCLUSIONS

Based on the findings of the study, the following conclusions were drawn:

Collaborative learning strategies commonly used in Philippine secondary schools include Think-Pair-Share,

peer tutoring, small group discussions, and hybrid collaborative-individual models. These methods promote

peer interaction and active participation, supporting 21st-century learning goals.

Collaborative learning has a positive impact on academic achievement. Students exposed to group-based

strategies consistently showed improved test scores and critical thinking across subjects like science, math,

economics, and reading.

Collaborative learning also enhances student engagement. Learners became more motivated, participative, and

communicative during collaborative tasks, contributing to improved classroom involvement and learning

experiences.

REFERENCES

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2. Delima, M., Risonar, M., & Digamon, D. (2024). Collaborative learning approach (CLA) in improving

reading proficiency. International Journal of Multidisciplinary: Applied Business and Education

Research.

3. Delos Reyes, E. C. V., Espiritu, M. B., Oreta, M. C. D., & Segui, G. T. (2024). Impacts of cooperative

learning to the academic performance of selected high school students in a secondary school in

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

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