EFFECT OF COOPERATIVE LEARNING METHOD ON ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN NSUKKA EDUCATION ZONE OF ENUGU STATE, NIGERIA
Abstract
This study determined the effect of cooperative learning method on senior secondary school students’ achievement in English reading comprehension. The study adopted a quasi-experimental 2x2x2 factorial research design. It was guided by two research questions and two hypotheses. The population of the study comprised all the 3,430 senior secondary school two (SSS II) students in Nsukka Education Zone. Using a purposive sampling technique, a sample of 194 SSS II students were drawn from four senior secondary schools in the zone. The instrument for data collection was a Reading Comprehension Achievement Test (RCAT) prepared by the researcher. The instrument was validated by three experts, two from the English language Education Unit of the Department of Arts Education and one from the Measurement and Evaluation Unit of Department of Science, all from the University of Nigeria, Nsukka. The instrument was trial tested on 30 students randomly chosen from another zone. The data was collated and analyzed using Cronbach’s Alpha Statistics and an internal consistency reliability index of 0.91. Based on this reliability index obtained, the instrument was considered reliable. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance, using analysis of covariance (ANCOVA). The findings of the study revealed that students exposed to cooperative learning method achieved better in English reading comprehension than those taught using the lecture method. Also, location has significant influence on students’ achievement in reading comprehension. It was recommended among others, that the English language teachers should adopt the cooperative learning method as an alternative to the conventional lecture method in teaching reading comprehension in secondary schools since it has been proved to improve students’ achievement in reading comprehension.
Keywords
Full Text:
PDFReferences
Adeniji, M. A. & Omale, A. (2010). Teaching reading comprehension in chosen primary schools in Oyo State, Nigeria. (Library Philosophy and Practice 2010). Retrieved from http://digitalcommons.unl.edu/libphilprae/349.
Adeyemi, A. M. & Adeyemi, S. (2014). Personal factors as predictors of students’ academic achievement in colleges of education in South Western Nigeria. Educational Research and Review, 9 (4), 97-109.
Akabogu, J. & Ajiwoju, J. A. (2015). Effect of gender and school location on secondary school students’ achievement English vocabulary in junior secondary schools in Akoka South Education Zone, Ondo State. International Journal of Research in Humanities, 3 (6), 44-52.
Almala, A. H. (2005). A constructivist conceptual framework for a quality e-learning environment. Distance Learning, 2 (5), 9-12.
Al-Salkhi, M. (2013). Academic achievement and modelling of factors affecting it. Amman: Al-Radwan for Publishing and Distribution.
Andanawari, D. (2012). The use of collaborative strategic reading (CSR) in teaching reading comprehension. Bandung: Indonesia University of Education.
Anderson, C. (2018). Review of essential of Linguistics. Retrieved from doi:10.5070/T32142513.
Carrasco, C.; Alarcon, R.; y Trianes, M. V. (2018). Adaptacion y trabajo cooperative en el alumnado de educacion primaria descle (a perception del profesorado y la familia. Rev). De Psicodidactica, 23, 56-62.
Cimmiyotti, C. B. (2013). Impact of reading ability on academic performance at the primary level. Retrieved from https://doi.org/10.33015/dominican.edu/
Dike, A. E. (2014). Effects of electronic English pronouncing dictionary instructional approach on senior secondary school students’ achievement and interest in oral English. Unpublished M.Ed Project,Department of Arts Education, Faculty of Education, University of Nigeria, Nsukka.
Durosaro, D. O. & Adgoke, A. A. (eds.) (2011). Higher education and globalization. Ibadan: Stirling-Horden Publication.
Ebere, D., Nwakaego, E. & Obioma, C. (2014). Effects of comprehension monitoring strategy on achievement of low-achievement students in reading comprehension. Unpublished M.Ed Project. University of Nigeria, Nsukka.
Egbe, C. I. (2015). Effects of integrative language teaching approach on secondary school students’ achievement in reading comprehension. Unpublished Ph.D Thesis. Department of Arts Education, Faculty of Education, University of Nigeria, Nsukka.
Ezeudu, S. A. & Obi, T. N. (2013). Effect of gender and location on students’ achievement in Chemistry in secondary schools in Nsukka local government area of Enugu State, Nigeria. Research on Humanities and Sciences, 3 (15), 1-7.
Farrel, T. S. C. (2012). Novice-service language teacher development: bridging the gap between pre-service and in-service education and development. TESOL Quarterly, 46 (3), 435-449.
Gillies, R. (2017). Deep learning through transformative pedagogy. Australia: University of Queensland.
Gillies, R. M. (2016). Cooperative learning: review of research and practice. Aust. J. Tech. Educ, 41, 39-54.
Huang, G. H. (2006). Informal forum: fostering active learning in a teacher preparation program. Education, 127 (1), 31-38.
Igbokwe, J. C. & Obidike, N. (2012). Influence of electronic media on reading abilities of school children. Retrieved fromhttp://unilib.uni.edu/LPPPP/.
Igwe, K. N. (2011). Reading culture and Nigeria’s quest for sustainable development. Retrieved from file:///c:/Users/HP630/Downloads/Reading.
Isjoni, O. (2011). Mengembangkan Kemanpuan Belajar berkelompok. Bandung: Alfabeta.
Johnson, D. W. & Johnson, R. T. (2008). Social interdependence theory and cooperative learning: the teacher’s role. In R. M. Gillies, A. Ashman & J. Terwel (Eds.), Teacher’s roles in implementing cooperative learning in the classroom (pp. 9-37). New York, U.S.A.: Springer. Retrieved fromhttp://dx.doi.org/10.1007/978-0-387-70892-8_1.
Johnson, D.W. & Johnson, R. T. (2014). Cooperative learning in 21st Century. Anales de Psicologia, 30 (3), 841-851.
Khansa, R. & Khaled, S. (2017). The impact of cooperative learning on student achievements in higher educational settings. JECRA-103. Edu Res Appl G103. Retrieved from doi:10.29011/2575-7032/
Lotan, R. A. (2004). Stepping into groundwork, in Cohen, E.G., C. Brody C., and M. Sapon-Shevin (eds.). Teaching cooperative learning: the challenge for Teacher Education, SUNY Press, Albany. pp. 167-182.
Mibrandt, M. K., Felts, J., Richards, B. & Abghari, N. (2004). Teaching to learn: a constructivist approach to shared responsibility. Arts Education, 57 (5), 19-33.
Mikulecky, B. S. (2011). A short course in teaching reading: practical techniques for building reading power. White plains, NY: Pearson Edu, Inc.
Morales, J. M., Olea, B., Alencia, M. & Madrid, N. (2019). Fostering the cooperative learning of Mathematics in Engineering schools. In proceedings of the teaching and Education conferences (8410856), 21-24. International Institute of Social and Economic Sciences: London, UK, PP. 131-133.
Ntibi, E. E. & Edoho, E. A. (2017). Influence of school location on students’ attitude towards Mathematics and Basic Science. British Journal of Education, 5 (10), 76-85.
Olaya, M. L. & Elena, G. M. (2020). Cooperative learning to foster reading skills. Gist Education and Learning Research Journal, 21, 119-139.
Owoye, J. S. & Yara, P. O. (2013). School location and academic achievement of secondary school in Ekiti State, Nigeria. Asian Social Science, (5), 170-174.
Oyinlonye, G. O. & Gbenedio, U. B. (2010). Investigating the effects of methods with linguistic packages on secondary school students’ achievement and attitude and expression in essay writing in Nigeria. Journal of Anthropology 12(3) 189-196. Retrieved from www.krepublishers.com/02-journals.
Pattanpichet, F. (2011). The effects of using collaborative learning to enhance a students’ English speaking achievement. Journal of College Teaching and Learning, 8 (11), 1-10.
Slavin, R. E. (2011). Instruction based in cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Hand book of Research on Learning and Instruction (pp. 344-360). New York: Taylor and Francis.
Stetter, M. E. & Hughes, M. T. (2010). Using story grammar to assist students with learning disabilities and reading difficulties to improve their comprehension. Education and Treatment of Children, 33 (1), 115-151. Retrieved from doi.10.1353/etc.0.0087.
Ummu, A. B. & Selma, D. (2021). The effect of cooperative learning on EFL learners’ success of reading comprehension: an experimental study implementing Slavin’s STAD method. The Turkish Online Journal of Educational Technology (TOJET), 20 (4).
Umo, U. C. (2010). Effect of games on the achievement and interest of junior secondary students in Igbo grammar. Unpublished Ph.D Thesis, University of Nigeria, Nsukka.
Uzoma, B. N. N. & Ibrahim, M. (2018). Effects of communicative learning teaching approach (CLT) on students’ performance in narrative essay writing and letter writing among senior secondary schools in Sokoto State, Nigeria. International Journal of Research and Innovation in Social Science (IJRISS), 2 (7), 2454-6786.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
West African Examinations Council (2019).West African Senior Secondary Certificate Examination May/June 2019 chief examiners’ report.Nigeria: Yaba-Lagos.
Yadav, G. (2014). Issues and challenges in teaching reading in EFL classrooms. Retrieved from http://eltchoutari.com/2014/12/issues-and-challenges-teaching-reading-in-efl-classrooms/
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Cherechi Miracle Menakaya, Adamu Momoh Muazu, Chekwube Chiebonam Mbegbu

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
ISSN (Print): 2695-2319
ISSN (Online): 2695-2327
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.