The Experiences of First-Year College Students on the Implementation of the Cooperative Learning Strategy: A Narrative Inquiry
DOI:
https://doi.org/10.5281/zenodo.21455459Keywords:
Collaborative Learning, Cooperative Learning Strategy, First-Year College Students, Group Work Challenges, Student EngagementAbstract
This study explored the lived experiences, challenges, and insights of first-year college students regarding the implementation of the cooperative learning strategy at Gabriel Taborin College of Davao Foundation, Inc. (GTCD). Using a qualitative narrative inquiry design, the researchers conducted in-depth interviews with ten purposively selected first-year students from the Bachelor of Secondary Education (BSED) and Bachelor of Science in Hospitality Management (BSHM) programs. Data were transcribed and analyzed using thematic analysis to identify patterns in the students’ personal stories and reflections. The results revealed twelve major themes distributed across three research questions. For experiences, students highlighted active participation, interactive learning, leadership and responsibility, and enjoyment and motivation. For challenges, themes of conflict and disagreement, unequal participation, time pressure and task management, and communication barriers emerged. For insights, students identified personal growth, communication and social skills, critical thinking and problem-solving, and the value of teamwork. The discussion suggests that while cooperative learning is a powerful tool for building social skills and shared knowledge, its success depends on structured teacher support and individual accountability. These findings imply that cooperative learning, when effectively structured and guided, plays a vital role in enhancing first-year students’ collaboration skills and overall learning experience; thus, addressing its challenges can lead to more meaningful and effective group learning.
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