Social Interaction and Collaborative Learning toward Better Academic Achievement

Abstract

This study aims to examine the influence of social interaction and collaborative learning on students’ academic achievement. Academic achievement serves as a key indicator of educational success, reflecting the attainment of learning objectives and students readiness to face higher academic challenges. Social interaction plays a vital role in fostering communication skills, cooperation, and self-confidence, which support active engagement in the learning process. Collaborative learning positions students as active participants through group work, discussion, and joint problem-solving, thereby enhancing both critical thinking and social competence. Nevertheless, unequal participation within groups may hinder its overall effectiveness. This research employs a library research method, analyzing recent academic literature to explore relevant theoretical and empirical findings. The review results indicate that positive social interaction and well-structured collaborative learning contribute significantly to improving academic achievement. Therefore, effective pedagogical strategies are required to promote balanced participation and provide continuous support for the development of students’ social and interpersonal skills