ABSTRACT

   Creating an interactive learning environment where students can engage in collaborative learning sessions promotes critical thinking skills and problem-solving skills necessary in studying Physics. In addition, the flipped learning approach may strengthen the conceptual understanding of basic concepts and may provide sufficient self-paced learning opportunities to finish problem-solving activities. This study investigates the significant relationship between collaborative learning satisfaction, physics learning difficulties, and academic performance of learners in General Physics 1. To achieve the goals above-mentioned, a correlational research design is utilized, and Pearson’s R correlation is used to examine the significant relationship between the variables. The researchers developed a data-gathering instrument that underwent content validity and reliability analysis before data collection. A total of 163 students participated in the study using purposive sampling, and their responses were gathered using Microsoft Forms. As a result, the study revealed that collaborative learning has a positive impact on academic performance, but a variety of teaching strategies would be better to be employed, to address the learning challenges and to achieve better learning outcomes. Provided that the flipped learning approach is beneficial, the study shows that the implementation of this learning modality needs improvement to upgrade the instruction and assessment strategies of the teachers

KEYWORDS

collaborative learning satisfaction, correlational research, Flipped learning approach, Pearson’s R correlation, self- paced learning

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