Collaborative Learning Preference and Classroom Cooperative Learning as Predictors of Students’ Grade in Contemporary Philippine Arts from the Regions among the Senior High School General Academic Strand Learners in Tangub City

This study examines the influence of Collaborative Learning Preference (CLP) and Classroom Cooperative Learning (CCL) on the academic performance of grade 12 General Academic Strand students in Contemporary Philippine Arts from the Regions. Using a descriptive quantitative approach with a simple regression model, the study aimed to determine whether these collaborative learning strategies significantly impact students' grades. Modified assessment tools were utilized to measure CLP and CCL, while students’ academic performance was evaluated through learners’ grades in quarter three. Simple regression analysis was employed to analyze the relationship between CLP, CCL, and students’ grades. The results revealed that CLP had no significant effect on students' academic performance (p = .824, r = .023, R² = .001), indicating that students' preference for collaborative learning did not predict variations in their grades. Similarly, CCL showed no significant influence (p = .427, r = .083, R² = .007), suggesting that classroom cooperative learning had a weak and non-significant relationship with academic achievement. These findings contrast with previous studies that highlight the positive impact of learning styles on student performance. The study contributes to the ongoing discourse on instructional strategies by suggesting that collaborative learning alone may not be a strong predictor of success in Contemporary Philippine Arts from the Regions. Instead, other factors such as individual motivation, engagement, and subject-specific learning approaches may play a more critical role. Future research should explore a more comprehensive framework that includes these variables to better understand the determinants of student success in arts-related courses.