Impact Of Collaborative Learning on Student’s Academic Performance Mediated by Self-Efficacy

Simran Mansoor; Minhaj-ul-Hussain; Shazia Hassan

doi:10.54938/ijemd-ss.2026.05.6.877

Authors

Simran Mansoor National Defence University, Islamabad, Pakistan
Minhaj-ul-Hussain National Defence University, Islamabad, Pakistan
Shazia Hassan National Defence University, Islamabad, Pakistan

DOI:

https://doi.org/10.54938/ijemd-ss.2026.05.6.877

Keywords:

Cooperative learning, Self-efficacy, Academic performance, Student outcomes, Quantitative research

Abstract

ABSTRACT

The present research looks at how learners’ cooperatively working together as part of a group impacts their overall results and whether believing that they will succeed (having high self-efficacy) influences this relationship. This investigation into the interrelationships between cooperative learning variables, self-efficacy, and student outcomes utilized quantitative methods (41 surveyed students with structured questionnaires). Using correlation, regression, and mediation analyses; it was determined that cooperative learning was positively related to academic performance, where high levels of belief in oneself positively correlated to higher levels of demonstrating successful academic performance. However, cooperative learning did not significantly associate with having high levels of belief in oneself (self-efficacy); therefore, no evidence was found to support self-efficacy as existing within that particular mediation role. This study results can provide assistance to educators for future practices.

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