This study examined the effectiveness of cooperative learning strategies in improving student’s classroom participation in a public elementary school. A quasi experimental research design was employed involving 4o Grade 5 students divided into control and experimental groups. The experimental group was exposed to cooperative learning strategies, while the control group received traditional instruction. A participation checklist and rating scale were used to measure student’s engagement before and after the intervention. Results showed a significant increase in participation levels among students exposed to cooperative learning compared to those in the control group. The findings suggest that cooperative learning is an effective strategy in enhancing active classroom participation. It is recommended that teachers integrate cooperative structures into daily instruction to promote engagement and collaboration.