achievements-concerns-solutions (acs): a closure activity to improve group collaborations in english classes

This study examined the implementation of the achievements-concerns-solutions (acs) intervention in enhancing student collaboration skills among grade 10 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 utilized a mixed-method action research design and employed total population sampling, which involved 257 students who submitted both assent and parental consent forms; data was gathered during the second and third quarters of the school year. pre- and post-surveys utilizing the collaboration self-assessment tool (csat) created by ofstedal and dahlberg (2009) assessed collaboration levels within intrapersonal and interpersonal domains, while interviews yielded qualitative insights. data were 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 participating in english research activities; researchers also suggest using it as an accountability closure activity in english classes and other contexts.