Sociocultural Theory in the 21st-Century Philippine Secondary Classroom: A Systematic Review of Collaborative Learning and Student Achievement

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.

Collaborative Learning, Academic Achievement, Student Engagement

1. Akinoso, S. O., Olafare, F. O., & Oye-Akinoso, Z. B. (2021). Effect of Collaborative Teaching on Secondary School Students’ Achievement in and Attitude towards Mathematics. International Journal of Research and Innovation in Applied Science, 06(08), 01–05. https://doi.org/10.51584/ijrias.2021.6801 [Google Scholar] [Crossref]

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. [Google Scholar] [Crossref]

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 Buenavista, Quezon. Psychology and Education, 29(2). [Google Scholar] [Crossref]

4. Gaad, A. L. V. (2022). The effects of Online Collaborative Learning (OCL) on student achievement and engagement. IAFOR Journal of Education, 10(3), 31–49. https://doi.org/10.22492/ije.10.3.02 [Google Scholar] [Crossref]

5. Gaad, A. L. V. (2022). The effects of online collaborative learning (OCL) on student achievement and engagement. IAFOR Journal of Education: Studies in Education, 10(2). [Google Scholar] [Crossref]

6. Kong, L. (2021). Collaborative Learning and Academic performance in Lyceum of the Philippines University - Batangas City Senior High School. International Journal of Frontiers in Sociology, 3(2). https://doi.org/10.25236/ijfs.2021.030212 [Google Scholar] [Crossref]

7. Montemayor, N. H., & Lumabi, L. L. (2022). Collaborative learning approach: Effects on students’ performance in mathematics. International Journal of Education, 10(3). [Google Scholar] [Crossref]

8. Omodan, B. I., Omodan, T. C., & Nguza-Mduba, B. (2024). Chapter 1: Collaborative teaching in classrooms. Open Books and Proceedings, 1–8. https://doi.org/10.38140/obp1-2024-01 [Google Scholar] [Crossref]

9. Palisbo, J. T., Pilvera, E. D., & Baluyos, G. R. (2025). Implementing collaborative rotation strategy in teaching geometry to enhance class engagement. International Journal of Research and Innovation in Social Science, VIII(XII), 1254–1265. https://doi.org/10.47772/ijriss.2024.8120105 [Google Scholar] [Crossref]

10. Rana, K., & Rana, K. (2022). English teachers’ awareness of collaborative learning: a case study in Nepal. SN Social Sciences, 2(7). https://doi.org/10.1007/s43545-022-00405-9 [Google Scholar] [Crossref]

11. Scotland, J. (2022). Exploring the relationship between collaborative dialogue and the learning of L2 form. International Journal of Educational Research Open, 3, 100121. https://doi.org/10.1016/j.ijedro.2021.100121 [Google Scholar] [Crossref]

12. Viado, A. L., & Department, J. a. E. (2023). The Collaborative-Individual Learning in improving the critical thinking skills of secondary students in the Philippines. International Journal of Multidisciplinary Applied Business and Education Research, 4(7), 2592–2600. https://doi.org/10.11594/ijmaber.04.07.35 [Google Scholar] [Crossref]

13. Viado, A. L., & Espiritu, J. A. (2023). The collaborative-individual learning in improving the critical thinking skills of secondary students in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(7). [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study