Kagan cooperative learning structures utilization and communicative competence among Grade 9 students of Wenceslao Trinidad Memorial National High School

This study, titled Kagan Cooperative Learning Structures Utilization and Communicative Competence among Grade 9 Students in Wenceslao Trinidad Memorial National High School, investigates the relationship between the use of Kagan Cooperative Learning Structures (KCLS) and the communicative competence of Grade 9 students. Focusing on three key strategies—Timed Pair Share, Round Robin, and Numbered Heads Together—the research examines their impact on students’ grammatical/linguistic and discourse competence. Using a descriptive-correlational research design, data were collected from teachers and students to evaluate the implementation of KCLS strategies. Statistical analyses yielded varied results: for Timed Pair Share, the p-value was 0.114 for grammatical/linguistic competence, with a mean of 0.109 between groups and 0.122 within groups. For Round Robin, p-values of 0.210 for discourse competence and 0.101 for grammatical competence were observed, with means of 0.222 between groups and 0.122 within groups. Numbered Heads Together recorded p-values of 0.233 (discourse competence), 0.116 (grammatical competence), and 0.215 (discourse competence), with means of 0.285 between groups and 0.127 within groups. These p-values indicate non-significant statistical relationships in the specific areas examined. An action plan was proposed, advocating for teacher training, collaborative lesson planning, the integration of technology, and ongoing assessment to refine and maximize the impact of KCLS strategies. The study was limited to developing a workbook that only addresses the Creative Writing MELCs in the first quarter. As there were few studies about Figures of Speech in the new normal context, it was hoped that the study had been able to contribute to the field.