This study examines the impact of group dynamics on the performance tasks and social awareness of Grade Six learners. It examines how collaborative learning environments, facilitated through group dynamics, influence students’ academic achievement and their ability to interact effectively within a group setting. Using a mixed-methods approach, the study investigates how collaborative activities in varied groups improve academic achievement and build social skills in children. The study will analyze the relationship between group dynamics, performance task scores, and social awareness indicators, contributing to a deeper understanding of how group work can be optimized to foster both academic success and social competence in young learners. The findings show that good group dynamics not only increase students' academic achievement but also foster more social awareness and empathy among peers. This study emphasizes the value of structured group interactions in educational contexts, implying that intentional group creation and dynamic management can result in considerable increases in both learning results and social development.