Using Collaborative Reporting to Improve the Speaking Skills of Grade 11 Students

Abstract

Aims: This study aimed to evaluate the effectiveness of Collaborative Reporting in improving the speaking skills of Grade 11 Senior High School students. It specifically sought to determine the mean gain scores of students exposed to traditional instruction and those taught through Collaborative Reporting, and whether a statistically significant difference exists between the two groups. Study Design:  This research employed a quantitative quasi-experimental pretest-posttest control group design. Place and Duration of Study: The study was conducted at Los Amigos National High School and San Pedro College - Senior High School in Davao City, Philippines, during the academic year 2024–2025. Methodology: A total of 183 Grade 11 students participated in the study, with 92 students assigned to the experimental group (Collaborative Reporting) and 91 to the control group (Traditional Method). Both groups underwent pretests and posttests using a rubric-based speaking assessment evaluated for content, delivery, and presentation. The experimental group engaged in structured collaborative reporting activities, while the control group received conventional lecture-based instruction. Descriptive statistics were used to measure mean gain scores, and inferential statistics (paired and independent samples t-tests) were applied to determine the significance of the observed differences. Results: The experimental group demonstrated a higher mean gain score of 3.25 (SD = 1.56) compared to 2.34 (SD = 1.98) in the control group. A t-value of -3.45 and a p-value of 0.001 indicated a statistically significant difference favoring the Collaborative Reporting Approach. Students taught using collaborative tasks have shown improved consistency and performance in speaking assessments, supported by qualitative feedback emphasizing increased confidence, peer support, and engagement. Conclusion: Collaborative Reporting is a significantly effective method for enhancing the speaking skills of senior high school students. The interactive and peer-supported structure of the technique promotes confidence and meaningful language use. Using this approach in classroom instruction may lead to improved competence in communication and stronger learning outcomes.