Sociocultural Theory in the 21st-Century Philippine Secondary Classroom: A Systematic Review of Collaborative Learning and Student Achievement

Abstract

This systematic literature review explores the influence of collaborative learning strategies on academic achievement and student engagement among secondary school students in the Philippines. Grounded in Vygotsky’s Sociocultural Theory, the review synthesizes findings from five peer-reviewed studies published between 2021 and 2024. These studies investigated a range of collaborative approaches, including Think-Pair-Share, peer tutoring, structured group discussions, cooperative reading tasks, and hybrid models that combine collaborative and individual learning. The analysis reveals that collaborative learning consistently supports improved academic performance across disciplines such as science, mathematics, reading, and economics. Students exposed to collaborative strategies demonstrated higher test scores, deeper critical thinking, and increased motivation to learn. Moreover, these approaches fostered positive behavioral and emotional engagement, evidenced by greater participation, peer communication, and classroom involvement. While contextual factors such as grade level influenced outcomes, the overall results affirm the value of collaborative learning as an effective pedagogical approach in 21st-century education. The study highlights the importance of integrating social interaction into instructional design to promote both cognitive and social-emotional growth.