Collaborative Learning Activity Framework on English Academic Performance of Senior High School Students

In certain circumstances, students experience difficulties in actively engaging with their studies, particularly within the school environment, and numerous factors contribute to this challenge. This research, entitled "Collaborative Learning Framework on Senior High School Students’ Academic Performance in English at Partida National High School," explores the relationship between collaborative learning and the academic performance of senior high school students in English. Guided by the axioms of performance in Elger’s Theory of Performance, this study sought to identify solutions and develop a practical framework in English centered around collaborative learning. Employing a quantitative method, the research gathered data from 182 senior high school students at Partida National High School. The findings indicate that collaborative learning enhances student progress, motivation, and productivity. Furthermore, when considered in conjunction with the principles of axioms of performance as defined by the Theory of Performance, students are better equipped to manage their performance and incorporate these axioms into their learning. Through collaborative learning and the application of axioms of performance, students tend to achieve personal growth and improvements in their academic performance in English.