This study examines the impact of collaborative learning approaches on academic and social outcomes in inclusive educational settings. Through a mixed-methods research design involving 180 students (ages 12-16) and 24 teachers across six secondary schools, we investigated how collaborative learning strategies affect both academic achievement and social integration of students with diverse learning needs. Data were collected through classroom observations, standardized assessments, teacher interviews, and student surveys over a 12-week period. Results indicate that students in collaborative learning environments showed significantly higher academic performance (p < 0.05) and improved social integration scores compared to traditional classroom settings. Students with special educational needs demonstrated particularly notable improvements in peer interaction (effect size d = 0.73) and task completion rates (78% vs. 52% in control groups). Teachers reported enhanced classroom engagement and reduced behavioral issues, though they identified implementation challenges including time constraints and need for specialized training. These findings suggest that collaborative learning serves as an effective pedagogical approach for promoting inclusive education outcomes, supporting both academic achievement and social cohesion among diverse student populations.

Collaborative learning, inclusive education, academic outcomes

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