Reciprocal Cooperative Learning Strategy and Learning Achievement in Physical Education

Abstract

Reciprocal cooperative learning encourages students to work together, enhancing their understanding and skills in physical education. Promoting teamwork and active engagement helps improve learning achievement in a supportive environment. The focus of the study was to determine the efficacy of reciprocal cooperative learning strategy in the learning performance of grade 8 students for both cognitive and psychomotor aspects of Physical Education. It utilized a quasi-experimental design to compare the learning performance level of the control and experimental group in physical education before and after the intervention, wherein the primary instrument was the fifty-item test questionnaire to assess cognitive performance and various psychomotor activities with rubrics to assess the psychomotor performance of the students which was adopted from DepEd’s Grade eight Physical Education second Quarter Alternative Delivery Mode (ADM) materials. Furthermore, the researcher constructed a four As Daily Lesson Plan that indicated the teaching strategies that the researcher used during class sessions for the experimental group. In data analysis, the researcher utilized mean and standard deviation to measure the quality delivery of the strategy. A paired t-test was also employed to determine the intervention's effectiveness. The study's findings about the intervention used were effective and met 81% and above standard. Moreover, both cognitive and psychomotor aspects before the intervention implementation revealed no significant difference in the learning performance of both experimental and control groups. However, after implementing the strategy, they significantly differed in their learning performance. The mean gain difference further supported the control and experimental groups’ cognitive and psychomotor learning performance.