Examining Collaborative Learning and Involvement as Influential Factors on Students' Learning Performance

Abstract

Higher education institutions are increasingly embracing active learning classrooms as a means of encouraging student participation and engagement in the educational experience. The study aimed to explore the connection between social factors and students' academic performance, as well as how these social elements can facilitate collaborative learning and engagement. The study employed the constructivism theory to observe students' learning habits, and data were collected through surveys administered to university students. Social variables have a positive and significant impact on active cooperative learning and student engagement, according to structural equation modeling (SEM) research. These social characteristics included interaction with classmates and teachers, social presence, and social media use. In turn, these factors positively affected students' performance in the classroom. The findings further supported the use of two-way mediation in this study. It was found that collaborative learning, coupled with interactions with social elements, significantly enhanced student learning activities. As a result, it is advised that online learning be promoted in order to facilitate students' academic advancement inside higher education institutions. The study emphasizes the importance of creating a supportive social environment that fosters collaborative learning and active involvement, resulting in improved academic accomplishment for students.