Group Rotation Frequency as Predictor of Effectiveness and Functionality of Collaborative Learning in Elementary Science
DOI:
https://doi.org/10.69569/jip.2026.091Keywords:
Collaborative learning, Effectiveness, Elementary science, Functionality, Group rotation frequencyAbstract
Collaborative learning is widely endorsed as an effective instructional strategy in science education, yet the assumption that how teachers implement it, specifically, how often they rotate student groups, meaningfully affects outcomes, remains largely untested. Most existing research treats collaboration as a binary condition (present or absent) rather than examining specific design features that may shape teacher perceptions of success. This predictive correlational study examined whether group rotation frequency predicts two distinct teacher-perceived outcomes: effectiveness and functionality, among 100 public elementary science teachers in Tubao District, La Union, Philippines. Results showed that teachers practiced moderate rotation frequency, with 45% rotating every 3-4 weeks. Perceived effectiveness was high (M = 3.84), while perceived functionality was only moderate (M = 2.98), revealing a critical gap of 0.86. Classroom space was the lowest-rated item (M = 2.65). Group rotation frequency correlated significantly with effectiveness (r = 0.38, p < 0.01) but not with functionality (r = 0.12, p > 0.05). Simple linear regression confirmed that rotation frequency significantly predicted effectiveness (β = 0.38, p < 0.001, R² = 0.14) but not functionality (β = 0.12, p = 0.214, R² = 0.01). This study provides evidence that effectiveness and functionality are distinct constructs with different antecedents: rotation frequency enhances perceptions of effectiveness but not necessarily of functionality. Functionality is constrained by resource feasibility and equitable participation, which are problems that rotating groups cannot solve. The findings challenge the assumption that implementation design features, such as rotation frequency, affect all outcomes uniformly and reveal that improving collaborative learning requires a two-pronged approach: encouraging an appropriate rotation frequency while separately addressing resource and training gaps.
Downloads
References
Barnes-Story, A. E., Robinette, J. J., Wawire, B. A., & Jere, B. (2025). Teaching and managing large classes: A global scoping review of methods with primary and secondary learners. International Journal of Educational Development, 119. https://econpapers.repec.org/
Bozeman, R., Mallett, R., Mitchell, L., & Tindale, R.S. (2024). May we take the test as a group? Examining group processes and member learning in a collaborative testing environment. Active Learning in Higher Education, 25(3), 439–454. https://doi.org/10.1177/14697874231163340
Chia, Y.K., Chongo, S., & Lapawi, N. (2025). Perceptions of science trainee teachers on collaborative learning towards critical thinking skills: A conceptual paper. International Journal of Research and Innovation in Social Science, 9(10), 4334–4341. https://doi.org/10.47772/IJRISS.2025.910000356
Choirunnisa, J., & Rodliyah, R.S. (2025). Exploring peer cooperative learning through Index Card Match in English language classroom: A case study at an elementary school in Bandung. JEES: Journal of English Education and Studies. https://doi.org/10.31932/jees.v8i2.5106
Crano, W.D., Brewer, M.B., & Lac, A. (2023). Nonexperimental research: Correlational design. In Research Methods in Social Psychology (4th ed.). Taylor & Francis.
Creswell, J.W., & Guetterman, T.C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
David, N. (2025). Digital instructional strategies and their effectiveness in science education: Comparing PISA 2022 outcomes in Singapore and the USA. ScienceOpen. https://doi.org/10.14293/PR2199.002519.v1
DeVellis, R., & Thorpe, C. (2021). Scale development: Theory and applications (5th ed.). SAGE Publications. https://tinyurl.com/4j46y8a4
Ellebæk, J.J., Larsen, D.M., & Auning, C. (2025). Teachers' challenges in teaching integrated STEM: In the light of PCK as an analytical lens. LUMAT: International Journal on Math, Science and Technology Education, 12(4), Article 13. https://doi.org/10.31129/LUMAT.12.4.2402
Frelin, A., Grannäs, J., & Woolner, P. (2025). Comparing teachers’ experiences of innovative and traditional learning spaces: What’s going on? Learning Environments Research, 28, 711–731. https://doi.org/10.1007/s10984-025-09550-3
Huang, F., Cho, S., Lee, K., & No, W.G. (2025). Examining the effectiveness and efficiency of full population testing versus traditional sampling. Accounting Horizons, 39(4), 123–141. https://doi.org/10.2308/HORIZONS-2022-177
Kirk, M., Tytler, R., White, P., et al. (2025). Fostering epistemic space for collaborative solutions in primary science through a Socratic seminar inquiry approach. Research in Science Education, 55, 619–640. https://doi.org/10.1007/s11165-024-10209-x
Kreps, A., Dailey, K., & Cole, R. (2025). Structuring productive group work with Marzano's taxonomy: A study of cognitive scaffolding and group learning. Chemistry Education Research and Practice. https://doi.org/10.1039/D5RP00225G
León-García, L.-F., Mendo-Lázaro, S., López-Ramos, V.-M., & León-del-Barco, B. (2026). Cooperative classrooms and prosocial behavior in primary education. Frontiers in Psychology, 17, 1725692. https://doi.org/10.3389/fpsyg.2026.1725692
Liu, B., Xu, Y., & Wan, Z. (2024). Systematic review of collaborative learning influencing factors and outcomes in primary science education. In Proceedings of the 2024 International Conference on New Media Development and Modernized Education. https://doi.org/10.2991/978-94-6463-600-0_37
Loi, M.H. (2024). Exploring cooperative learning in promoting equity, inclusion, and collaboration in inclusive classrooms: A case study (Master's thesis, University of Saint Joseph, Macau).
Michaelsen, L.K. (2023). Getting started with team-based learning. In Team-Based Learning (pp. 27–50). Routledge.
Organisation for Economic Co-operation and Development. (2023a). PISA 2022 results (Volume I and II): Country notes – Philippines. OECD Publishing. https://tinyurl.com/49hbsz76
Organisation for Economic Co-operation and Development. (2023b). PISA 2022 results (Volume II): Learning during – and from – disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en
Paavilainen, T., López-Pernas, S., Väisänen, S., et al. (2026). Implementing learning design with learning analytics to scaffold the regulation of collaboration in primary education. Smart Learning Environments, 13, 28. https://doi.org/10.1186/s40561-026-00453-1
Penthisarn, T., & Limhan, K. (2025). Thai EFL student teachers' challenges of classroom implementation using cooperative learning practices. In ACEID2025 Official Conference Proceedings (pp. 647–661). https://doi.org/10.22492/issn.2189-101X.2025.51
Republic Act No. 10533, § 5. (2013). Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Saqr, M., López-Pernas, S., & Murphy, K. (2024). How group structure, members' interactions and teacher facilitation explain the emergence of roles in collaborative learning. Learning and Individual Differences, 112, Article 102463. https://doi.org/10.1016/j.lindif.2024.102463
Tian, Q., & Zheng, X. (2024). Effectiveness of online collaborative problem-solving method on students' learning performance: A meta-analysis. Journal of Computer Assisted Learning, 40(1), 326–341. https://doi.org/10.1111/jcal.12884
van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 48–59. https://doi.org/10.1016/j.edurev.2019.02.001
Yaşar, M.D., Erdoğan, M., Batdı, V., & Cinkara, Ü. (2024). Evaluation of cooperative learning in science education: A mixed-meta method study. European Journal of Science and Mathematics Education, 12(3), 411–427. https://doi.org/10.30935/scimath/14872
Zhou, J., & Ye, J. (2024). Investigating cognitive engagement patterns in online collaborative learning: A temporal learning analytic study. Interactive Learning Environments, 32(10), 6997–7013. https://doi.org/10.1080/10494820.2023.2299976
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JIP is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Under the Open Access Policy, appropriate attribution can be provided by simply citing the original article.
