LINKING COOPERATIVE LEARNING AND ACADEMIC MOTIVATION IN ELEMENTARY EDUCATION: EVIDENCE FROM THE PHILIPPINES

Abstract

This study examined the relationship between cooperative learning and academic motivation in elementary education in the Philippines, with particular reference to the Schools Division of Zamboanga del Sur. It employed a descriptive research design involving 337 elementary school administrators and 1,771 teachers. Data were gathered using a researcher-developed questionnaire covering five cooperative learning approaches, Student Teams–Achievement Division (STAD), Think–Pair–Share, Buzz Groups, Jigsaw, and Group Investigation and five dimensions of academic motivation: self-efficacy, task value, peer influence, teacher support, and parental involvement. Weighted mean and inferential statistical procedures were employed to analyze the data. Findings showed consistently high implementation of cooperative learning approaches, with Buzz Groups obtaining the highest mean among the dimensions assessed by school administrators (M = 5.53), followed by Jigsaw (M = 5.52) and Think–Pair–Share (M = 5.51). Academic motivation was likewise highly evident, with task value obtaining the highest mean (M = 5.51), followed by parental involvement (M = 5.48) and peer influence (M = 5.47). The analysis further revealed a positive but relatively small relationship between cooperative learning and academic motivation (r = 0.37). These findings indicate that collaborative instructional practices and motivational support are interconnected components of the elementary learning environment. The study underscores the importance of strengthening structured peer collaboration, meaningful learning tasks, learner confidence, teacher support, and family engagement to promote more engaging and supportive elementary classrooms.