Collaborative Learning Practices and Reading Comprehension Development Among Elementary Learners: Teachers’ Instructional Experiences and Classroom Perspectives at Remus Elementary School

Abstract

Abstract

This qualitative phenomenological study explored teachers’ instructional experiences and classroom perspectives regarding collaborative learning practices and reading comprehension development among elementary learners at Remus Elementary School. Specifically, the study examined collaborative instructional strategies, learner participation, reading comprehension experiences, and classroom challenges associated with collaborative literacy instruction. Data were gathered through semi-structured in-depth interviews with twelve purposively selected elementary teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that collaborative learning practices such as peer-assisted reading, group discussions, shared storytelling, cooperative tasks, and partner activities significantly improved learner participation, confidence, comprehension, and classroom interaction. Teachers observed that collaborative reading activities strengthened learners’ vocabulary development, inferential thinking, communication skills, and motivation to participate in literacy tasks. Participants also identified challenges related to varying learner reading abilities, classroom management, limited instructional time, and unequal learner participation during group activities. Despite these concerns, teachers demonstrated adaptability through differentiated instruction, peer scaffolding, contextualized reading materials, and learner-centered literacy practices. The findings underscore the importance of collaborative and interactive instructional approaches in strengthening reading comprehension and learner engagement among elementary learners.