Transforming Classrooms Through Collaboration: Enhancing Engagement and Achievement in Secondary Science Education through Action Research.

Abstract

This action research investigates the impact of collaborative learning strategies—specifically Think-Pair-Share and Jigsaw—on student engagement and academic performance in secondary science classrooms. Motivated by concerns over low engagement and underachievement due to traditional lecture-based teaching methods, this study explores how shifting to student-centered collaborative approaches can improve behavioral, emotional, and cognitive engagement. The research was conducted with 45 eleventh-grade students over eight weeks using observation checklists, formative assessments, and student feedback. Results revealed significant improvements in participation, critical thinking, communication, and academic performance. Students, including typically passive ones, demonstrated greater motivation, deeper understanding of concepts, and willingness to engage in peer-led learning. The study concludes that collaborative learning not only fosters academic development but also nurtures essential interpersonal skills and classroom inclusivity. It recommends structured collaborative strategies, teacher training, and supportive policies to optimize science education outcomes.