Achievements-Concerns-Solutions (ACS): A Closure Activity to Improve Group Collaborations

This study examined the implementation of the Achievements-Concerns-Solutions (ACS) intervention in enhancing student collaboration skills among Grade ۱۰ students in a private high school in the Philippines. The ACS intervention is a structured reflective activity conducted at the end of each collaborative session. It encourages student groups to identify their achievements, raise concerns, and propose solutions, thereby fostering accountability, communication, and problem-solving. The study used a mixed-method action research design, and employed total population sampling, involving ۲۵۷ students who submitted both assent and parental consent forms and data was gathered during the second and third quarters of the school year. Pre- and post-surveys using the Collaboration Self-Assessment Tool (CSAT) developed by Ofstedal and Dahlberg measured levels of collaboration across intrapersonal and interpersonal domains, while interviews provided qualitative insights. Data was analyzed using both descriptive and inferential statistics, including means and the Wilcoxon Signed Rank test. Results showed an improvement in collaboration levels from the “Developing” stage to the “Established” stage following the ACS intervention. Statistical analysis confirmed the significance of these gains. Interview responses further supported these findings, highlighting students’ increased awareness of their roles, improved group dynamics, and proactive engagement in resolving challenges. Overall, the ACS intervention proved effective in promoting collaborative behavior and reflective practices among junior high school students engaged in English research activities and researchers suggest its use as an accountability closure activity in English classes and beyond.

کلیدواژه ها:

Group Collaborations ، Interpersonal Collaboration ، Intrapersonal Collaboration ، Closure Strategies