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Article Title: IMPACT OF COOPERATIVE LEARNING ON ENGLISH LANGUAGE ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA: IMPLICATION FOR COUNSELLING
by Asuai Nelson Chukwuyenum, Azukaego Eluemuno Nwankwo, U. Toochi

Abstract:
The study examined the impact of Cooperative learning on English Language Achievement among Senior Secondary School Students in Delta state. Cooperative learning is an instructional program in which students work in small groups to help one another master academic content. The information gathered by the study would assist curriculum experts to review the educational curriculum with the aim of integrating cooperative learning strategies in the school curriculum. Quasi-experimental design was adopted for the study. Multi-stage sampling techniques were applied to generate a sample of 150 students for the study. English Achievement Tests was used for the study. Two hypotheses were formulated for the study and tested at 0.05 level of significance using Analysis of covariance. The study revealed that the participants exposed to Cooperative learning strategies performed significantly higher in English Language than their control group counterparts. The study also revealed that there is no significant interaction effect between gender and the experimental groups. It therefore recommended that in teaching English Language in secondary schools, Cooperative learning strategies should be given emphasis in the curriculum of teachers education so as to improve students' achievement in English language.

Keywords: cooperative learning, motivational model, cognitive model, English language and gender

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