Perception of Teachers’ Regarding Collaborative Learning Strategies, Students’ Engagement, Academic Performance, and Peer Relationships in Higher Education

Abstract

Collaborative learning strategies foster active student engagement, enhancing both cognitive and social involvement in the learning process. This, in turn, improves academic performance and strengthens peer relationships, creating a supportive and inclusive learning environment. The purpose of the study was to identify the level of collaborative learning strategies, student engagement, academic performance, and peer relationships in higher education. The study employed a descriptive research design. The population consisted of all public and private 39 universities in Lahore District. A multistage simple random sampling technique was utilized to ensure comprehensive representation. The instrument of the study was questionnaire. To ensure content validity, the instruments were evaluated by subject-matter experts. Reliability was tested through pilot testing, with Cronbach's Alpha values calculated for internal consistency. Primary data was collected using the administered questionnaires, which were distributed to the selected participants. Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Descriptive statistics was used.  The findings of the study revealed that perception of teachers’ regarding collaborative learning strategies, students’ engagement, academic performance, and peer relationships in higher education reflected toward the higher level of agreement.