The study examines the relationship between collaborative learning and academic performance among Grade VI learners in the Laguindingan District, Misamis Oriental, Philippines, for the 2023-2024 school year. The research employs a descriptive method with content analysis using probability sampling, involving 202 public elementary school learners. The data were collected through a modified survey questionnaire adapted from Youngren (2021) and Delfino (2019). Statistical analysis was conducted using mean, standard deviation, and Pearson Correlational Coefficient (r). The results indicate that learners' collaborative learning levels are high, particularly in terms of promotive interaction, while individual accountability is the lowest. There is a significant relationship between collaborative learning and academic performance. The study recommends that teachers should continuously encourage learners to promote positive attitudes, motivation, and a sense of shared purpose. Teachers should also improve strategies, evaluate group dynamics, collect feedback from collaborative activities, and make necessary adjustments. The Social Interdependence Theory, which emphasizes positive interdependence, promotive interactions, and individual accountability, forms the basis of the study. Positive interdependence fosters a sense of unity and mutual support, while promotive interactions encourage learners to help and motivate each other. Individual accountability ensures that each learner takes responsibility for their contributions and learning. The study concludes that collaborative learning significantly enhances academic performance, and teachers should focus on fostering these key elements to improve learners' engagement and achievement.The study examines the relationship between collaborative learning and academic performance among Grade VI learners in the Laguindingan District, Misamis Oriental, Philippines, for the 2023-2024 school year. The research employs a descriptive method with content analysis using probability sampling, involving 202 public elementary school learners. The data were collected through a modified survey questionnaire adapted from Youngren (2021) and Delfino (2019). Statistical analysis was conducted using mean, standard deviation, and Pearson Correlational Coefficient (r). The results indicate that learners' collaborative learning levels are high, particularly in terms of promotive interaction, while individual accountability is the lowest. There is a significant relationship between collaborative learning and academic performance. The study recommends that teachers should continuously encourage learners to promote positive attitudes, motivation, and a sense of shared purpose. Teachers should also improve strategies, evaluate group dynamics, collect feedback from collaborative activities, and make necessary adjustments. The Social Interdependence Theory, which emphasizes positive interdependence, promotive interactions, and individual accountability, forms the basis of the study. Positive interdependence fosters a sense of unity and mutual support, while promotive interactions encourage learners to help and motivate each other. Individual accountability ensures that each learner takes responsibility for their contributions and learning. The study concludes that collaborative learning significantly enhances academic performance, and teachers should focus on fostering these key elements to improve learners' engagement and achievement.