Cooperative Learning and Student’s Academic Achievement in English Language in Imo State, Nigeria

Abstract

This paper examined cooperative learning and academic achievement of students in English language in Imo State. The study adopted quasi experimental pre-test, post-test control group design. The sample for the study consisted of twenty (20) SS2 Students, purposively selected from two classes in a senior secondary school in Imo State. The instrument used for the study was the English Language Achievement Test (ELAT). Section A of the ELAT contained the bio-data of the respondents while section B consisted of 30 multiple-choice question items. The research questions were answered using mean rating to determine the difference between the pre-test and the post-test while the hypothesis was tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings indicated that there was a significant difference between the achievement mean scores of subjects in the cooperative learning group and those in the control group. The study revealed that Cooperative Learning plays a significant role in students’ academic achievement in English Language. The paper therefore, recommended the retraining of teachers towards using cooperative learning for student’s optimal academic achievement.