Determinants On The Utilization of Collaborative Discussion Strategies And Their Influence On Learning Motivation And Student Engagement: Basis For An Instructional Plan

This study explores the demographic, academic, and contextual characteristics of Grade 10 students and their English teachers, examining the effectiveness of collaborative discussion strategies in English classes. Most students are aged 13-15, with a significant Tagalog-speaking population, high English proficiency, and moderate digital resource availability at home. Teachers, mostly holding advanced degrees and extensive experience, show expertise in collaborative techniques like Chalk Talk and Fishbowl but face challenges with limited resources, large class sizes, and time constraints. School-level determinants, including class size and administrative support, affect collaborative strategy adoption, whereas teachers’ personal beliefs and professional experience strongly influence effective implementation. Students report increased engagement, self-efficacy, and cognitive growth from collaborative discussions, yet test anxiety persists for some. The study concludes that collaborative strategies significantly enhance engagement, motivation, and learning, especially when teachers can access resources and professional development. Recommendations include targeted training, optimized classroom structures, and a supportive school culture to sustain collaborative learning environments and boost student engagement in English classes. This holistic approach aims to cultivate dynamic, inclusive, and academically supportive classrooms.