To enhance the validity of evaluation data and findings, teachers gather information using various methods such as close-ended questionnaires, open-ended worksheets (including drawing on the whiteboard), and classroom observations. By employing multiple sources and techniques, we can confirm our results. Consistent findings across these methods increase our confidence in the data's validity. Through triangulation, we can obtain both qualitative and quantitative data, which helps to corroborate our findings.

A total of 159 students participated in the collaborative program. 

Analysis of the questionnaire responses revealed that the most popular stages of the project were the Collaborative Message for World Environment Day (21.4%), the collaborative story where students wrote and illustrated the storyline, and the coding activities (using robots or unplugged methods) (15.1%). The remaining activities of our cooperative project were also highly regarded, following closely behind in popularity.

The project's engaging activities fueled student enthusiasm, leading to active participation. A qualitative evaluation, conducted through student drawings on the whiteboard, cleverly revisited the pre-test question: "I draw my thoughts... what does LEARNING mean to me in the schoolyard?" This approach not only captured the project's spirit but also highlighted the importance of cooperation and exploration in student learning. It cultivated the 4Cs skills (critical thinking, communication, collaboration, and creativity) and embraced an interdisciplinary approach involving science, mathematics, engineering, technology, art, language arts, and social studies.

To understand how their ideas shifted, we utilized Project Zero's thinking routine "I Used to Think... Now I Think...". This reflection technique helped students articulate how their initial ideas (from the pre-test) transformed throughout the project. Finally, we revisited the concept of "learning in the schoolyard" with post-test drawings on the whiteboard. This approach mirrored the project's focus on exploration and collaboration, while providing valuable qualitative data. By comparing these pre- and post-test perspectives, we gained a rich understanding of their remarkable learning journey.

In conclusion, the collaborative program successfully engaged 159 students, fostering active participation through a variety of popular activities. The consistent enthusiasm across these activities, confirmed through both quantitative and qualitative evaluations, underscores the program's effectiveness. The use of diverse evaluation methods, including questionnaires and open-ended questions depicted through drawing, highlighted the importance of cooperation and exploration in the learning process. Overall, the program not only achieved its educational goals but also instilled a sense of collaboration, exploration, and creativity among the students.