Effectiveness of Facebook Group-Facilitated Collaborative Learning on the Academic Achievement of Senior High Students in Social Studies: Basis for a Learning Module

This study determined the effectiveness of Facebook Group-Facilitated Collaborative Learning (FGCL) on the academic achievement of Senior High School students in Social Studies at JAPeR Memorial High School for the academic year 2025–2026. It aimed to compare the performance of students engaging in FGCL with those involved in Traditional Group Discussion (TGD). The study utilized a quasi-experimental, non-equivalent groups pretest–posttest design. The study took place at JAPeR Memorial High School, where 72 Senior High School students were chosen purposively. The respondents were divided into control and experimental groups. The researcher administered pretests and posttests to assess students’ performance in school, and used the mean, standard deviation, and t-test to interpret the data. The results showed that both groups had similar scores on the pretest. After the intervention, the experimental group that was exposed to FGCL had much higher posttest scores than the control group. Statistical analysis verified a superior mean gain in the experimental group, demonstrating that FGCL promotes engagement, collaboration, and critical thinking more effectively than conventional methods. In summary, FGCL is a good way to teach that improves Social Studies learning outcomes. Teachers should use Facebook-based collaborative methods in the classroom, and schools should create modules that leverage social media to engage students as many as possible and help them do well.

Social Studies, Facebook Group-Facilitated Collaborative Learning (FGCL), Traditional Group Discussion (TGD), Descriptive-Correlation, JAPeR Memorial High School.

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