COLLABORATIVE LEARNING IN THE 21ST CENTURY TEACHING AND LEARNING LANDSCAPE: EFFECTS TO STUDENTS’ COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

Article Info ABSTRACT Article history Received; December 30, 2020 Revised: January 25, 2021 Accepted: February 9, 2021 Collaborative Learning (CL) is an approach to teaching and learning that involves a group of learners working together. The study aims to assess collaborative learning effects in the 21st-century teaching-learning landscape, particularly on the students' cognitive, affective and psychomotor dimensions. This study utilized the descriptive-evaluative method of research with a validated questionnaire as the primary data gathering instrument. Results showed that females dominate male students as to their number in first and second-year levels. The majority of the respondents aged 20 and below have participated in various collaborative activities and assignments in and out of the class with a typical size of 5 to 7 group members. Collaborative learning was found to have a very high effect on Students' Academic Learning (cognitive), Collaborative Skills (affective) and least on Skills development (psychomotor). The researchers recommend that male students be engaged in group dynamics and learning activities; it must involve teenagers and suffice their activities' preference. Activities that demand greater participation, drills and exercises, and thinking activities must allow the students to develop their cognitive, affective, and psychomotor dimensions for holistic learning.


INTRODUCTION
Collaborative learning includes a wide range of approaches that differ concerning the amount of in-class and out-of-class time devoted to group work. The activities can involve face-to-face conversations and/or computers to conduct discussions (online forums, social media networks, etc.). Irrespective of the teaching approach adopted, collaboration among learners and/or between learners and the teacher constitutes an integral element in language learning. PBL (problem-based learning), project work and task-based learning are examples of collaborative learning. Numerous studies on collaborative learning have focused on evoking positive interdependence in higher education institutions (Escager et al., 2016); teacher and student perceived obstacles to effective student collaboration (Le et al., 2017); educational achievement (Chandra, 2015) or on Effects of group experience and information distribution on collaborative learning (Zambrano et al., 2019). Less attention gave to the effects of collaborative learning on students' cognitive, affective and psychomotor dimensions. Thus, this article highlights the extent to how collaborative learning affects the students' cognitive dimension (i.e. the knowledge assimilation among students through active interaction), affective dimension (i.e. how the students develop values and good attitudes through collaboration among peers), and psychomotor dimension (i.e. the students' ability to develop new skills and enhance learned skills through activities and group dynamics).
Collaborative learning has increasingly become important in schools and organizations.
It is the process by which learners interact in small groups to learn (Slavin, 2014). Students' achievement and productivity rely on their immediate environment and their relationship with the people around them, especially their classmates. According to Thornburg (2000), the cusp of an altogether "new era" and changes must be made in education to ensure that all students leave school prepared to face the challenges of a redefined world.
Cooperative learning widely is recognized as a pedagogical practice that promotes socialization and learning among students from pre-school to tertiary and across different subject domains. It involves students working together to achieve common goals or complete group tasks -goals and tasks they would not complete by themselves (Gillies, 2016). Learning plays a necessary part in improving oneself. It is one of the essential mental functions of humans, animals, and artificial cognitive systems. It relies on acquiring different types of knowledge supported by perceived information, leading to developing new capacities, skills, values, understanding, and preferences leading to higher productivity implications. Its goal is to increase individual and group experiences within a given environment. Learning functions can be performed by different brain learning processes, which depend on the mental capacities of learning subjects and achieving goals, which has to be justified and socio-cognitive and environmental circumstances.
Learning is a process in which students interact with their immediate environment, including their peers, classmates and teachers. Learners build knowledge as they explore the world around them, observe and interact with phenomena, converse and engage with others, and make connections between new ideas and prior understandings; it builds on prior knowledge and involves enriching, building on, and changing existing understanding, where "one's knowledge base is a scaffold that supports the construction of all future learning" (Alexander, 1996, p. 89), occurs in a complex social environment and thus should not be limited to being examined or perceived as something that happens on an individual level.
Instead, it is necessary to think of learning as a social activity involving people, the things they use, the words they speak, the cultural context they are in, and the actions they take (Bransford et al., 2006;Rogoff, 1998), and that knowledge built by members in the activity (Scardamalia & Bereiter, 2006), is situated in an authentic context provides learners with the opportunity to engage with specific ideas and concepts on a need-to-know or want-to-know basis (Greeno, 2006;Kolodner, 2006 The conditions for inputs to learning are clear, but the process is incomplete without making sense of what outputs constitute learning has taken place. At the core, learning is a process that results in a change in knowledge or behaviour as a result of experience. Understbehaviourhat takes to get that knowledge in and out (or promote the behavioural change of a specific kind) can behaviourally learn. Collaborative learning is a positive, inclusive and powerful learning strategy that engages students throughout their school life and has had a significant positive impact on classes' personal outcomes.
Collaborative Learning (CL) is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. It also refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. Moreover, now we emphasize the impact of elaborative emphasis on a student's academic performance. It is about the teacher's patience and effort to facilitate the students' teaching-learning through collaborative learning. Furthermore, this research undertaking will serve as an appraisal of the impact of collaborative learning on students' academic performance.
Teacher education students are highly bombarded with expectations of achieving high and producing more. Thus, instructors utilized various methods to enable them to develop holistically. The students' productivity and achievement strongly rely on their adaptive measures to drastic changes from senior high school to college.
In this research, the respondents were the 1st year and 2nd year teacher education students. The effects of collaborative learning on the cognitive, affective and psychomotor dimensions of the 1st year and 2nd year teacher education students are the main foci of this research undertaking. As one of the College of Teacher Education instructors, the researcher felt the need to know the effects of collaborative learning on the students' cognitive, affective and psychomotor dimensions. It premised on the assumption that collaborative learning heightens these dimensions of the students. This research undertaking aims to know the effects of collaborative learning on students' cognitive, affective and psychomotor dimensions of 1st year and 2nd-year teacher education students. Specifically, it aims to answer the following questions: 1) What is the profile of the respondents in terms of age and sex?; 2) What are the effects of Collaborative learning along (a) Academic Learning The need to determine the effects of collaborative learning on the students' cognitive, affective and psychomotor dimensions was the study's subject. This study aims to give factual determinant of the effects of collaborative learning. This study's conduct was rooted in three The students or learners can gain optimum learning through attention, valued experience, and varied application, thus increasing cognitive, affective and psychomotor dimensions.
Bioecological Theory by Urie Bronfenbrenner states that learning has different systems: the mesosystem, macrosystem and the exosystems. These systems surround the learner/individual that significantly surrounds direct effect on the learning of the learner. With this theory, the researcher derived the idea that the learner needs to interact with his/her environment, precisely the purpose of collaboration, to help develop the child through active participation.
Cone of Experience by Edgar Dale is a graphical representation of how the learner's learning capacity and increasing productive learning capacity. According to the cone, as the students/learners continuously go up the cone, the more abstract the lesson. As the learner is directly involved in the learning process, the more the student will learn. Edgar Dale's cone of the experience gave the researcher the idea that experiences inside the classroom must start from the most concrete to abstract in collaboration and interaction with his/her peers to attain optimal learning experience.

Socio-cultural Theory by Lev Vygotsky states that external factors influence learners.
External factors influence learners. More Knowledgeable Others (MKO) will follow the Zone of Proximal Development and Scaffolding. According to this theory, learners learn through the guidance of experts in the field or those termed as More Knowledgeable Others. Once the learner thoroughly guided, the learner is said to be in the Zone of Proximal Development where there is less guidance from others to pave the way for more significant development of the learner and lastly is the scaffolding where the learner guided by less instruction and expected to make it by his/her self. The theory by Lev Vygotsky intends to elucidate the value of application through the help of others. The way of helping is one way of interacting. It correlates to the study because cooperative learning aims to give learners the optimal learning experience through interaction with others.

REVIEW OF RELATED LITERATURE AND STUDIES
Self-directed work teams saw an essential mechanism for dealing with today's complex and rapidly changing business environment. Team learning is an attempt to prepare students for real-world experiences. Nevertheless, not all teamwork is effective. It papeHoweverims to examine the influence of learning style preferences on team learning performance. The Grasha-Riechmann Student Learning Style Scales (GRSLSS) used to assess the business's learning style preferences. Business students enrolled in an operation student found to be collaborative learners. Students' collaborative orientation complements participation and Sotto (Collaborative Learning In The 21st Century Teaching And Learning Landscape …..) helps students to compete, which in turn increases team performance. Also, the influence of learning style varies with educational experience, gender and major. Graduate students showed to be collaborative and independent learners. As such, while personal and formal authority teaching styles fit best undergraduates' learning preferences, the instructor's role changes to facilitator and delegator at the graduate level. Provides evidence that learning style preferences are valuable for engaging learners in various collaborative activities and designing successful diverse teams.
Collaboration is the new buzzword in education. It is often sawed as the panacea for all of education's ills. Some schools fail to take the time to investigate the concept in more depth because they feel they already do that. Schools point to standard practices that occur all the time in schools as evidence of collaboration taking place in their buildings. Conversations at team or department meetings, dialogues between teachers in the lounge, informal talks in the hallways between classes, and conferences between administrators and teachers are all Collaboration is a systematic process in which educators work together to analyze and impact professional practice to improve individual and collective results. Administrative support for collaboration is essential for its success. Principals must provide time during the workday for collaborative teams to meet and require teams to concentrate their efforts on specific achievement goals. For collaboration to be successful, it cannot be sporadic. It cannot happen occasionally. It cannot be random, and it cannot meander from topic to topic without structure.
When adults meet in collaborative grade level or curriculum groups, there should be an agenda for each meeting. When someone asks, "What are we supposed to be doing today?" it is likely that the group will not be very productive. Teams can also spend time rehashing the same topics and conclude that "meetings are a waste of time." By establishing agendas before each meeting and making each group member aware of the plan and the responsibility to remain focused on the topic under discussion, the meetings will flow more smoothly. The conversations will be productive, and the adults will realize that they are their powerful resources. In short, they are participating in job-embedded staff development, a practice that can lead to student success.
An examination of the topic of collaboration begs the question: What can adults expect from their collaborative efforts? In short, will all of our efforts pay off? In her research, Judith Warren Little writes about the advantages of working together in collaborative teams.
She found that when true collaboration occurs, adults can expect gains in student achievement, unforeseen solutions to problems, a reduction in teacher isolation, increased and an expanded repertoire of strategies, materials, and teaching approaches.
Collaborative teams often begin with the best of intentions. They agree to concentrate their conversations on practices that will enhance student learning. However, over time, reality sets. The initial excitement wanes as teachers become tired, overburdened, mired in paperwork, or distracted by unforeseen events. They want to retain their commitment to student learning but may need additional inspiration to spur them to meet their collective goals. Listed below are a series of topics/questions that will help curriculum or grade level teams regain their focus and eventually maintain the momentum they established when they began working together. The topics or questions will potentially lead to lively discussions, effective sharing, increased adult learning, and ultimately improve student achievement.
Collaborative learning activities vary widely, but most centre on the learner's exploration or application of the curriculum, not simply on the teacher's presentation of it.
Students make individual progress in tandem with others, working towards a common goal.
Students are accountable to one another and, with appropriate direction, will self-manage this. Pupils learn to understand better and anticipate difference, recognize it in themselves and others, and use it to their advantage.
The beauty of a collaborative approach is that it offers such flexibility, so grouping students in an optimum way and refine and adapt groups as they travel along the journey.
Collaboration provides a full range of models adapted to suit whole-class, multi-team and small-team settings as a learning experience.
Most importantly, a practical collaborative approach does not lose sight of the individual. The uniqueness of each student is and how important it is to tailor their distinctive learning styles. Collaboration, done right, plays to this perfectly. There is still room for personalized instruction and guidance to ensure that all attitudes and abilities are accommodated.
A collaborative approach does not assume that everyone will travel at the same speed. The brighter children will not hold back, as they will incline to guide the outliers.
Furthermore, the outliers will benefit from a more robust network of group support and direction. Collaborative learning is a teaching strategy that includes a small group of learners working together to develop the educational experience to the maximum extent possible.
Collaborative learning defined as the work of individuals as members of groups. Each student of the group is linked to mental, emotional, and behavioural functions to achieve the community and systems' objectives whose clear objectives help learners in the decisionmaking process and increase community sense. Concept Long-term Environment Openended Results-oriented Collaborative learning stands on the idea that learning is a naturally social act in which learners talk amongst them. Among the talk, learning occurs. Collaborative learning is "a case, where such a case includes the following main aspects: first, two or more students learn or try to learn something together; second, 'two or more may be explained as a pair, a small group (3-5 subjects) or a class (20-30 subjects); third, 'learn something' may be explained as following a course or perform learning activities such as problem-solving. Finally, 'together' may be explained as many forms of interaction which may be face-to-face or computer- Individual accountability and personal responsibility; each student in the team is responsible for performing their task and reaching a high mastery level. Social skills: understanding the behaviour of each student is imperative to succeed. There are many social skills learners should have, such as confidence, calm, decision making, empathy, smiles, and communication. Group self-evaluating: to improve the teaching and learning process and development, this should focus on the importance of a teacher competency 50 standard in the educational process and student assessment such as philosophy of education goals, defining curriculum content and textbooks under consideration, identifying objectives and analyzing their content, and knowledge of their learning styles. On the other hand, many previous studies and literature confirm the significance of students' effective participation and collaboration in supporting their effectiveness. The evaluation of collaboration needs a radical rethinking of approaches and methodologies. In this context, Swan et al. (2006, p. 46-47) pointed to three main issues which are involved in the assessment process: The variety and kinds of goals for collaborative learning: these include distinguishing between the teacher who built the learning goals for his students on a collaborative basis, and between the teacher who made it on a competitive basis or individually. Besides, collaborative learning should distinguish between students who work in the form of learning groups or conventionally and among the students who work in cooperative learning groups.
Furthermore, collaborative learning should distinguish between the essential elements of cooperative learning implemented in the cooperative learning elements to investigate the learning plan implementation's efficiency prepared with the cooperative learning method.
The study also addresses the effect of cooperative learning on students' achievement and their views regarding the 'Systems in Our Body' unit of the 6th grade Science and Technology lesson. For this purpose, a mixed-method is used. The studies conducted in the second term of the 2013-2014 academic year on a study group consisted of 7 girls and 13 boys, 20 students of a private middle school in Istanbul. An achievement scale utilized for the quantitative data, and focus group interviews held for the qualitative data. While the t-test was used for the quantitative findings, the content analysis technique was used for the qualitative data. The result of the study indicated that the CL method had a favourable effect on learning. The cooperation-based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to social and personal skills, and caused worry. It requires students to be successful at all stages.
Cooperative learning is an excellent logical practice that promotes socialization and learning among students from preschool to tertiary and across different subject domains. It involves students working together to achieve common goals or complete ground -goals and tasks that they would be unable to complete by themselves. This paper aims to review developments in research and practice on cooperative learning and examine the factors that explain its success. The review focuses on the key elements contributing to its success and the role teachers play in developing students' thinking and learning when implementing. non-collaborative learning styles; and determine the effect of collaborative learning style on student's performance in a mobile learning platform-the purposive sampling technique used to choose 36 secondary school students as the sample. The study adopted a pretest-posttest experimental approach and was randomly assigned to the five collaborative and one noncollaborative learning groups-the groups exposed to mobile learning on the mole concept

RESEARCH METHOD
This research used the Descriptive-Evaluative Survey Method with a validated questionnaire as the primary data gathering instrument. According to Fiscal (2010), Descriptive research designs are considered more structured than the experimental research design. This design also helps find the answers to the questions associated with the specific research study. Through this, the data collected is measurable to produce a description of the variables.
According to Naval, Carey and Prieto, descriptive research gathers information on current situations and conditions. It helps answer the questions of who, what, when, where, and how of a particular research study. Descriptive research studies provide accurate data after subjecting them to a rigorous procedure and using a large amount of data from a large number of samples. This design leads to logical conclusions and pertinent recommendations.
Specifically, the survey research design used to secure opinions and trends through questionnaires and interviews. Ethics considered into account to preserve and protect the anonymity of the respondents of the study. The study respondents were the first year and second-year students of the College of Teacher Education year 2019-2020 selected as the respondents. They were the first two batches to graduate in the new education shift of the Philippines. The K to 12 graduates called the 21st-century learners, and with that premise, this study focused on them.
The respondents took from the total population of the two-year levels, 117-the sample size of 95 respondents using the Slovin's Formula.
In gathering the data needed for this study, the researchers used several methods that contributed much to the findings' substantial presentation. This study employed a self-made questionnaire, referred materials, observation and interview. It was made from the problem statement to make sure that the necessary data from the respondents obtained. The process of descriptive research goes beyond the gathering of tabulation of data. It involves an element of interpretation of the meaning or significance of what described. In this study, the method is beneficial since it draws out the whole picture on the effects of Collaborative learning of students' cognitive, affective and psychomotor dimensions.
Therefore, descriptive research is deemed to be the most suited method utilized in this study. It bears an in-depth analysis of the status quo and gives an accurate interpretation of this study's output.

RESULTS AND DISCUSSION
Data gathered was statistically analyzed, interpreted and discussed pertinent to Collaborative Learning's implications to the academic student's performance problem statement year. The respondents' necessary data to provide a clear and vivid presentation.

Personal Profile of the Respondents
Based on the problem statement, the researchers wanted to know the respondents' profile to benchmark if the respondents' beneficiation is teenagers and male students.

Age.
Age is a determining factor of a person's ability. It indicates the maturity and development of an individual and dictates his/her ability to learn things from his/her environment. This study aims to assess the respondents' age, sex, and year level to determine the respondents' prominent age groups and the number of respondents for both gender and year level. Figure 1 shows the respondents distribution.
Sotto (Collaborative Learning In The 21st Century Teaching And Learning Landscape …..) in this age group are unique. They need attention that is more of an adult and less of a child, and collaborative learning allows them to develop their productivity and achieve more.

Sex.
Sex is the biological classification of an individual in which workloads can be predetermined and modified later in life. In this study, sex determined to know the jobs/tasks that may design in a group. Shown in figure 2 is the sex of the respondents of this study.  Figure 2 shows that the respondents were composed of 95 students from 1 st year and 2 nd -year teacher education students. Out of 95 respondents, 25 (26.31%) teacher education students were male, and 70 (73.68%) teacher education students were female. It implied by the data above that majority of the respondents were females. Based on the data, it can be inferred that stereotypes and discrimination are not anymore present in a 21 st -century classroom.

Dimensions
Collaborative learning is an educational approach to teaching and learning. It aims to tap several dimensions of the students to provide holistic learning to students. Collaborative learning focuses primarily on how the students acquire knowledge and the values and interactions that the students experience while learning. These dimensions are the cognitive, affective and psychomotor dimensions.

Academic Learning (Cognitive).
Collaborative learning enables students to develop and acquire knowledge through others and themselves. It allows students to understand the concepts and lessons through a constructivist perspective. Students can view things from their classmates' point of view, thus, enabling them to see a more comprehensive picture. Figure 3 shows the effect of collaborative learning on students' cognitive dimension.  According to the study by Van Boxtel, Van der Linden, and Kanselaar (2000), collaborative learning activities help learners to find explanations of their understanding that assists them elaborate and reorganize their knowledge. Based on the data, Academic Learning has an average weighted mean of 4.47, interpreted as Very High Effect. It means that collaborative learning found a significant effect on the students' academic learning in their activities.

Collaborative Skills (Affective).
Collaborative learning provides an avenue for students to develop their collaborative skills, fostering positive values in a team or group needed for work and real-life applications.
As operational defined in this study, collaborative skills of the interpersonal or social skills that the students possess innately. Figure 4 shows the effect of collaborative learning on students' affective dimension.

Figure 4. Effects on Affective Dimension
The effect of collaborative learning on students' affective dimension rated by the respondents among the different indicators, collaborative learning found to impact -

Skills Development (Psychomotor).
Through interactions with their peers, students learn to discover skills that strengthen their social interactions. Figure 5 shows the effect of collaborative learning on the skills of the respondents. Development has an average weighted mean of 3.95, interpreted as High Effect. It means that collaborative learning found a significant effect on the students' skills development in their activities. Figure 6 shows a summary of the three dimensions as to the impact of Collaborative learning.

CONCLUSION
In the light of the findings, the following conclusions were drawn: (a) Female outnumbered male students in terms of the population enrolled in the programs, and the majority are teenagers; (b) Collaborative learning significantly affects students cognitive dimension / Academic learning, indicating that it is a right teaching approach indicating that it caters the holistic learning of the students; and, A collaborative learning teaching guide developed which presents different techniques of instructions delivery and assessment methods with the use of Collaborative learning.
The researcher recommends that male students are engaged in group activities, and learning activities must involve teenagers and must suffice their preference for activities. To fully maximize Collaborative learning, activities that involve greater participation, drills and exercises and thinking activities must provide the students with the necessary cognitive, affective, and psychomotor dimensions for holistic learning. A collaborative learning teaching guide developed, which presents different instruction delivery techniques and assessment methods with the use of Collaborative learning, must be adopted by instructors in the college to provide well-rounded experiences for the students.

ACKNOWLEDGMENTS
Immeasurable appreciation and most profound gratitude for the help and support extended to the following persons who, in one way or another, have contributed to the completion of this study. The UNIVERSITY OF SAINT ANTHONY, IRIGA CITY, provides the author with the opportunity to undergo the thesis study and for the services and facilities extended during the research study.
To GOD ALMIGHTY, for without His grace and blessings, this study will not be possible.