COLLABORATIVE TEACHING AS A TOOL FOR ENHANCING SOCIAL INTERACTION SKILLS AMONG HIGHER SECONDARY STUDENTS

Abstract

This experimental study investigated how collaborative teaching affected the social interaction skills of Pakistani higher secondary students in Lahore. The study assessed the efficacy of a six-week intervention that included team teaching, cooperative learning strategies, and interactive classroom activities in line with the English curriculum using a pre-test post-test control group design. Peer interaction, communication, teamwork, empathy and respect, classroom management, and general socialization were all evaluated using the Students’ Socialization Level Scale (SSLS). All domains except peer interaction showed statistically significant improvements, according to paired samples t-tests. Notably, there were highly significant improvements in classroom management, teamwork, and empathy and respect (p <.001). These results highlight how collaborative teaching can help students develop critical social-emotional skills. The study supports integrating collaborative methods into mainstream secondary education to enhance students’ interpersonal competencies and create inclusive, student-centered classrooms. Implications for curriculum reform and instructional practices are also discussed.