Author

Ma. Kara S. Nono*
University of Perpetual Help System – Dalta, Las Piňas City, Philippines

Abstract

This study investigated the extent of collaborative learning techniques and their impact on the reading comprehension performance of Grade 10 students at Western Bicutan National High School, serving as the basis for a proposed teaching plan. Employing a descriptive-correlational design, data were gathered from 34 English teachers and 130 students during the first quarter of School Year 2025–2026. Findings revealed that teachers consistently utilized collaborative learning strategies such as jigsaw, round-robin, collaborative question generation, text debate, and reciprocal teaching to a great extent, although certain practices were observed only at a moderate level. Results demonstrated that students’ mean comprehension scores improved from 81 (Low) before implementation to 84 (High) after, with specific strategies like jigsaw and round-robin producing very high and high outcomes, respectively. Statistical analysis confirmed a significant difference in comprehension before and after the use of collaborative strategies (t = 4.12 > 1.645, p < 0.05), thereby validating the effectiveness of these approaches. Furthermore, socio-economic status and exposure to reading materials were found to influence performance, while sex showed no significant effect, highlighting the importance of contextual and environmental factors in literacy development. A strong positive correlation (Pearson’s r = 0.82) was established between teachers’ use of collaborative techniques and students’ comprehension outcomes, underscoring the pedagogical value of peer interaction and cooperative tasks. Based on these findings, a teaching plan was developed to integrate collaborative learning techniques, emphasizing active engagement, peer collaboration, and critical thinking as essential components for enhancing reading comprehension among secondary learners in classroom contexts.

Keywords: Collaborative learning, reading comprehension, jigsaw technique, round-robin, reciprocal teaching, teaching plan, grade 10 students.

*Corresponding author / Email: makara.sibanta@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021234

Recommended citation:
Nono, M. K. S. (2026). Collaborative learning techniques and performance of Grade 10 students in reading comprehension: Basis for a teaching plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5613-5628. http://doi.org/10.69651/PIJHSS05021234

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