Effect of Cooperative Learning on Students’ Achievement in English Tenses
The present study aimed to find out the effect of cooperative learning on secondary school students’ achievement in English tenses. In this research pre-test posttest control group only design was used. On the basis of 8th grade students’ scores in the subject of English conducted by Punjab Education Commission (PEC), sixty students of ninth grade, who were enrolled in a public school, were divided into experimental and control groups by using matched-pair technique. A teacher made test was conducted as pre-test and post-test for both groups. No significant difference was found in pre-test scores of experimental and control groups. The experimental group was treated by STAD (Student Team Achievement Division) method of cooperative learning while control group was taught by traditional learning under the control condition for a period for eight weeks. Analysis of the data revealed the performance of experimental group was significantly better than that of control group. Hence, it was concluded that cooperative learning was better instructional strategy for increasing the student achievement in English tenses. By viewing the information obtained by this study, the secondary school English teachers may be in a position to improve their teaching methodology. Keeping in view the results of the study, curriculum designers and policy makers may be able to incorporate cooperative learning as the methodological aspect of the curriculum. On the whole the study will be useful for teachers, educationists, curriculum developers, policy makers and educational administrators.
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