Cooperative Learning Strategies on the Science Blended Performance of SVNHS SHS Students

Abstract

This study evaluated the effects of three cooperative learning strategies (Dyad, Triad, and Small Group) on the blended science performance of Grade 12 STEM students at Signal Village National High School. Performance was measured across three core competencies: Electronic Structure of Atoms, Chemical Bonding, and Organic Compounds.

A quasi-experimental design was employed to measure student performance before, during, and after the intervention. Statistical analysis utilized Paired t-tests to evaluate pretest-to-posttest gains within groups, and a One-Way ANOVA to compare effectiveness across the three grouping strategies.

 Prior to the intervention, students' initial performance fell within the Did Not Meet Expectations range (Mean = 66.56). Following the cooperative learning implementation, overall posttest performance improved significantly to a Satisfactory level (Mean = 82.56). During live blended activities, students achieved an Outstanding performance level (Mean = 93.67). Paired t-tests confirmed significant pretest-to-posttest improvements for all groups () with high effect sizes (Hedges’  to ). However, the One-Way ANOVA revealed no significant difference in performance among the three grouping sizes ().

Cooperative learning is a highly effective strategy for senior high school STEM chemistry, though group size does not significantly alter academic outcomes. Integrating these strategies into blended learning, standardizing grouping protocols, and implementing project-based bridging programs are recommended to maximize student performance.