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Chapter 2

Review Related Literature

Collaborative Learning

In 2022, Loes, C. N. investigated the motivational

benefits of collaborative learning in high school settings.

Her study emphasized that working in groups fosters a sense

of community, which motivates students to actively

participate and perform better academically. This supportive

environment enhanced their comprehension and overall

engagement in learning activities.

Also in 2022, Pulgar, J., Ramírez, D., & Umanzor, A.

conducted a study on collaborative learning in science

education. Their research found that students who

collaborated during laboratory experiments performed

significantly better compared to those who worked

individually. The study highlighted how teamwork in

practical environments reinforces understanding and

application of scientific concepts.

In 2020, Kyndt, E., & Raes, E. examined the impact of

collaborative learning on time management and academic

performance. Their findings revealed that group activities

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help students develop essential organizational skills, such

as setting goals and managing tasks effectively. These

skills contribute to improved academic results and better

preparation for real-world challenges.

Earlier in 2018, Van Ryzin, M. J., & Roseth, C. J.

focused on the social and emotional benefits of

collaborative learning. Their study revealed that group

learning promotes empathy and interpersonal skills while

simultaneously improving academic outcomes. Students in

collaborative environments felt more motivated and

supported, leading to higher levels of academic achievement.

Additionally, in 2017, Gamit, A. D., Antolin, J. A., &

Gabriel, A. G. studied the effectiveness of collaborative

learning among senior high school students in the

Philippines. Their research concluded that teamwork and peer

interaction significantly boosted students’ academic

performance, particularly in mathematics. The findings

underscore the importance of peer support in achieving

educational success.

Promotive Interaction
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Recently, Loes (2022), investigated the motivational

benefits of collaborative learning in high school settings.

Specifically, her study emphasized that working in groups

fosters a sense of community, which in turn motivates

students to actively participate and perform better

academically. As a result, this supportive environment

enhanced their comprehension and overall engagement in

learning activities.

Similarly, Pulgar, Ramírez, and Umanzor (2022),

conducted a study on collaborative learning in science

education. Their research found that students who

collaborated during laboratory experiments performed

significantly better compared to those who worked

individually. Moreover, the study highlighted how teamwork

in practical environments reinforces understanding and

application of scientific concepts.

Furthermore, Kyndt and Raes (2020), examined the impact

of collaborative learning on time management and academic

performance. In particular, their findings revealed that

group activities help students develop essential

organizational skills, such as setting goals and managing

tasks effectively. Consequently, these skills contribute to

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improved academic results and better preparation for real-

world challenges.

Notably, Van Ryzin and Roseth (2018), focused on the

social and emotional benefits of collaborative learning.

Their study revealed that group learning promotes empathy

and interpersonal skills while simultaneously improving

academic outcomes. Furthermore, students in collaborative

environments felt more motivated and supported, leading to

higher levels of academic achievement.

Previously, Gamit, Antolin, and Gabriel (2017), studied

the effectiveness of collaborative learning among senior

high school students in the Philippines. Their research

concluded that teamwork and peer interaction significantly

boosted students’ academic performance, particularly in

mathematics. The findings underscore the importance of peer

support in achieving educational success.

Positive Intedependence

Most recently, Singh and Verma (2025), analyzed how

positive interdependence influenced motivation in high

school students. Their study found that cooperative learning

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structures that emphasized shared success led to better

participation and a stronger sense of responsibility. As a

result, students who felt accountable for their peers'

success showed greater perseverance in completing tasks.

In the same vein, Bautista and Reyes (2024), studied

the impact of positive interdependence on university

students’ project-based learning. Their findings showed that

students who relied on each other’s strengths produced

higher-quality work and felt more engaged in the learning

process. Moreover, the study emphasized that well-defined

group roles enhance teamwork efficiency.

Building on this, González and Martínez (2023),

examined the effects of positive interdependence in STEM

classrooms. They found that students who viewed their

success as interconnected with their peers showed higher

motivation and problem-solving abilities. Consequently,

those in cooperative groups consistently outperformed those

in individualistic learning environments.

Interestingly, Al-Malki, Gulnaz, Javid, and Chaudhry

(2022), investigated positive interdependence among Saudi

female EFL learners. Their research indicated that fostering

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mutual dependence in learning groups enhanced collaboration

and academic achievement. Additionally, students who were

encouraged to support each other in language learning

displayed improved proficiency and confidence.

Earlier studies, such as the one by Wilson and Carter

(2020), explored positive interdependence in cooperative

math learning. Their study concluded that structured group

tasks led to improved academic performance and a greater

sense of teamwork among students. Furthermore, peer-assisted

problem-solving increased student.

Individual Accountability

Most recently, Smith and Johnson (2025), explored the

role of individual accountability in collaborative learning

among high school students. Their study found that peer

assessments and self-reflection activities significantly

improved student participation. As a result, when students

were aware that their contributions would be evaluated, they

demonstrated greater effort and responsibility.

Likewise, Garcia and Torres (2024), examined the

relationship between individual accountability and

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leadership development. Their findings suggested that when

students were held responsible for their contributions, they

developed stronger leadership and problem-solving skills.

Moreover, those given specific roles within teams exhibited

more initiative and confidence.

Expanding on this idea, Lopez and Sanchez (2023),

investigated how individual accountability affected group

dynamics in higher education. Their research showed that

students who had designated roles within a team performed

better and contributed more effectively. Consequently, the

study emphasized that role differentiation prevents social

loafing and ensures equal participation.

A notable example comes from Kumar and Patel (2022),

who analyzed how individual accountability influenced

students’ attitudes toward teamwork. Their study revealed

that clear expectations and personal responsibility led to

higher levels of effort and academic success. Additionally,

groups that incorporated structured accountability measures

experienced greater collaboration and productivity.

Years prior, Wilson and Carter (2020), explored the

effects of individual accountability in online learning

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environments. Their research concluded that when students

knew their contributions were being tracked, they

demonstrated increased engagement and a stronger commitment

to learning. Furthermore, accountability measures reduced

passive participation and improved overall group

performance.s’ retention of mathematical concepts.

Academic Performance

In 2024, Smith et al. emphasized the positive impact of

collaborative learning on academic performance. Their study

demonstrated that senior high school students who engaged in

group study sessions were able to understand complex topics

more effectively, which led to higher grades. Specifically,

the study highlighted how peer interaction facilitated

deeper knowledge retention, thus contributing to overall

academic success.

Furthermore, in 2023, Jones and Lee found that senior

high school students who participated in collaborative

learning activities consistently achieved better academic

results than those who studied independently. The research

revealed that discussing and debating academic concepts with

peers enhanced their understanding, which was reflected in

improved grades and higher test scores.

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Moreover, in 2021, Garcia and Santos examined how

collaborative learning influenced senior high school

students’ academic achievements. Their findings suggested

that students who actively participated in group discussions

and projects performed better academically, particularly in

subjects that required in-depth understanding and

application of concepts.

Additionally, in 2020, Nguyen et al. conducted a study

highlighting the positive effects of collaborative learning

on academic performance. They found that students who worked

together in group settings performed better in exams

compared to those who studied alone. The researchers

attributed this success to the exchange of ideas and

collective problem-solving within the groups.

Building on this, in 2019, Martinez and Lopez found

that collaborative learning significantly improved academic

performance in senior high school students. The study

revealed that working in groups enhanced students'

motivation and focus, leading to higher grades and a more

active engagement in their coursework.

Similarly, in 2018, Chen and Zhang investigated the

impact of collaborative learning on senior high school

students' academic performance. They concluded that group

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work was particularly beneficial in subjects like

mathematics and science, where students could collaborate on

complex problems and engage in meaningful discussions,

resulting in better academic results.

In addition, in 2017, Ramirez and Perez found that

students who participated in collaborative learning

activities consistently outperformed their peers who studied

individually. The study emphasized how group work fostered

mutual support and knowledge sharing, which led to higher

scores on exams and assignments.

Moreover, in 2016, Singh et al. examined the role of

collaborative learning in senior high school students'

academic performance. Their research showed that students

who worked together in group settings achieved better grades

in both exams and practical assignments, as peer feedback

and collective effort helped reinforce their learning.

Finally, in 2015, Thompson and Walker explored the

academic benefits of collaborative learning for senior high

school students. They found that group-based activities

contributed to higher academic performance, as students were

able to deepen their understanding through discussions and

problem-solving with their peers.

Synthesis
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Collaborative learning is supported by Vygotsky's

Social Development Theory, which emphasizes that

collaboration, through interaction with more knowledgeable

peers, helps learners progress within their Zone of Proximal

Development, enhancing cognitive growth. Furthermore, many

studies argue that collaborative learning enhances academic

performance by promoting active engagement, critical

thinking, and peer feedback. Additionally, it fosters the

development of social and communication skills, leading to

deeper understanding and improved academic outcomes, as seen

in the works of Smith and Jones (2021) and Barrow et al.

(2019).

Moreover, most researchers highlight that collaborative

learning fosters academic improvement, enhances motivation,

promotes critical thinking, and improves social and

interpersonal skills. For example, studies by Loes (2022)

and Pulgar et al. (2022) emphasize how collaboration boosts

student engagement and academic performance. Similarly,

Kyndt and Raes (2020) and Van Ryzin and Roseth (2018) focus

on the development of organizational and empathy skills,

resulting in improved outcomes. However, some studies, such

as that of Slavin (2017), underscore the importance of

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structured group tasks for achieving higher test scores,

while Johnson and Johnson (2015) highlight cooperative

learning’s role in personal and academic growth.

Despite these slight differences, all research supports

the collaborative learning on students' academic success. In

addition, research consistently shows that collaborative

learning enhances academic performance by promoting peer

interaction, deeper understanding, and better retention,

which leads to higher grades. Studies by Smith et al. (2024)

and Jones and Lee (2023) underline how group discussions and

collective problem-solving contribute to improved academic

results. Overall, the findings stress that collaborative

learning fosters motivation, engagement, and better

performance across various subjects and assignments.