Abstract
This action research examined the effectiveness of structured values-integrated collaborative learning activities in improving Grade 6 pupils’ learning interest, classroom behavior and classroom engagement in science at Mindanao State University–Integrated Laboratory School. Sixty pupils participated in a two-week intervention comprising daily 45-minute sessions that embedded values such as respect, responsibility and cooperation through structured group activities. A pre-test–post-test design was employed using a validated 30-item Likert-scale questionnaire measuring learning interest, classroom behavior and classroom engagement. Descriptive statistics (mean and standard deviation) were used to analyze quantitative data, supported by pupils’ written reflections. Pre-test results indicated moderate levels of interest, behavior and engagement, with most responses falling within the Neutral to Agree range. Post-test findings showed substantial improvements across all three domains, with most indicators shifting to Agree and Strongly Agree levels. Pupils reported increased motivation, improved rule-following and self-regulation, reduced boredom and disruptive behavior and more active participation in collaborative tasks. The findings suggest that explicitly integrating values into structured collaborative learning activities can simultaneously enhance academic engagement and positive classroom behavior among elementary learners. The study highlights the practical value of classroom-based action research in addressing real instructional challenges and supports the integration of values education within collaborative science instruction.
Keywords: Classroom Behavior, Classroom Engagement, Collaborative Learning, Elementary Science Education, Values-integrated Instruction.