This study was conducted to investigate the effects of online collaborative learning on the learners' performance and the relationship of online collaborative learning to the attitude of HUMSS grade 11 students in Social Science at Laguna State Polytechnic University. Specifically, it sought answers to the following; the level of online collaborative learning in terms of activities, instruction; students? interaction; and teamwork. The level of the learners? performance in terms of performance task, PT 1 (Show and Tell Activity); and PT 2 (Once Upon A Time Activity) The status of the learners? attitude in the use of online collaborative learning. Whether online collaborative learning affects the learners' performance. And lastly, online collaborative learning has a significant relationship with the learners? attitudes. Descriptive design was utilized to analyze the data systematically. A survey questionnaire and an interview were used as the main instrument in obtaining the pertinent information. A rubrics and rating scale in the form of a 4-point Likert scale were used. The data were treated using statistical treatments: Mean, Standard Deviation, Frequency, Percentage, Regression Analysis, and Pearson?s R. The result of the study revealed that online collaborative was very high. While the learners' performance which is anchored through the data shows that the respondents perform with excellent output, and the learners' attitude, which is anchored through the data, shows that the respondents strongly agree with all the statements provided that illustrate the impact to them, as individuals and as learners. The researcher, therefore, concludes that online collaborative learning with regard to activities, student interaction, and teamwork has no significant effect while terms of instructions show a significant effect on the learners? performance task 1. While online collaborative learning in terms of activities, instructions, student interaction, and teamwork has no significant effect on the learner?s performance task 2; therefore, the null hypothesis is that no significant relationship has been partially accepted. On the other hand, online collaborative learning have significant relationship on the learners? attitude of HUMSS Grade 11 students of LSPU-SCC; therefore, the null hypothesis is that there is no significant relationship has been rejected. This recommends the teacher or facilitator may use other online collaborative learning in DISS (Disciplines and Ideas in the Social Science), including managing collaboration expectations, discussing the team process, facilitating self-government, and utilizing existing knowledge communication tools.

Performance

Activities

Online Collaborative Learning

Instruction

Students’ Interaction

Attitude

Activities

Instruction

Teamwork