| dc.description.abstract | A lot of scholarly research articles have lauded the positive significant contribution of Cooperative Learning
Approach (CLA) and its effect on student’s academic achievement. However none of those studies have been
conducted on English subject, therefore this study investigated how the use of CLA affects students’ academic
achievement in English in public coeducational secondary schools in Nakuru County. The study adopted quasi
experimental design, based on Solomon Four- group, Non-equivalent Control Group Design. The study involved
two Experimental groups, E
1
and E
2
which were taught through CLA method and two Control groups, C
which were taught through the Conventional methods. The target populations were students and teachers from
the four co-educational public secondary schools of Nakuru County. The accessible population was 766 form
three students in the four schools. The study sample size was 242 Form three students from the four coeducational
public secondary schools in Nakuru County. The study used English Achievement Test (EAT) to
collect quantitative data. Data was analyzed using both descriptive and inferential statistics using the Statistical
Package for Social Sciences (SPSS version 24). Comparing the mean gain for the two groups of students’, it was
established that students using cooperative learning approach were 12% higher in English achievement test as
compared to their peers who were taught using conventional methods. The study concluded that there was
statistically significant effect of cooperative learning approach on students’ achievement of English in public coeducational
secondary schools in Nakuru, County Kenya (F(1,216)=113043.974, p<0.05). The study further
concluded that use of cooperative learning approach improves student achievement in English compared to use
conventional methods. The study recommended teachers to adopt modern constructivism approaches to teaching
students especially Cooperative learning approach that is student centered. | en_US |
