This study explored how collaborative learning skills relate to academic performance among Grade 11 STEM students at Asian Christian Technological Schools & Colleges Inc. exhibited varying academic performance related somehow to their collaborative learning skills. Research focused on four collaborative strategies: problem-based learning, team-based learning, think-pair-share, and case studies examining how age and sex influenced students' performance markedly. Survey questionnaires were administered rather haphazardly to one hundred Grade 11 STEM students employing a fairly quantitative research approach. Research practices were conducted ethically by securing informed consent, and confidentiality of respondents was strictly maintained throughout the study proceedings. Experts validated the research instrument, and it was tested thoroughly for reliability using Cronbach's alpha in the Statistical Package for Social Sciences software. Data were analyzed using descriptive and inferential statistics to assess the extent of collaborative learning skills and their relation to academic performance. Findings revealed that students actively utilized collaborative skills in these learning approaches. However, statistical analysis indicated no significant relationship between collaborative skills and academic performance, suggesting that other factors, such as individual study habits and motivation, may have a greater influence on academic success. These results emphasize the value of collaboration in fostering teamwork and critical thinking but suggest that it is not directly determined by academic achievement. Interestingly, age did make a difference in how students engaged with problem-based learning, pointing to the importance of tailoring instructional methods to suit different developmental stages. To address this, a specially designed chemistry worksheet titled "Exploring Acid-Base Reactions and Solubility Equilibria: A Hands-On Investigation" was created as a learning tool and research instrument.