LANGUAGE IN INDIA

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The Effect of Cooperative Learning on
Academic Achievement of Low Achievers in English

Shafqat Ali Khan, Ph.D.

Abstract

The study aimed at identifying the effect of cooperative learning on the academic achievement of low achievers in English. One hundred and twenty eight students of Government Comprehensive High School of English subject participated in the study in which 16 students were high achievers 32 were average and 16 were low achievers.

The effect of cooperative learning method was examined only on low achievers.

A pre-test, post-test control group experimental design was used. t- Test was used to know the difference between means. The results indicated statistically significant difference between the control and experimental groups on the dependent variable of academic achievement. The experimental group performed better. Academic achievement of control group was also improved but average performance was less than experimental group. The author discussed pedagogical implications of cooperative learning in the light of conclusions.

Keywords: Cooperative Learning, Academic Achievement, Low Achievers, Traditional Learning, Linguistic Skills, Second Language (L2), Student Achievement Division (STAD).

Introduction

Cooperative learning is one of the recommended teaching learning technique in which students achieve learning goals by helping each other in social setting. Cooperation is a compulsory component of cooperative learning. Cooperation means working together to accomplish shared goals.

Within cooperative situations, individuals seek results that are beneficial for all members of a group. Students work together to maximize their own and each others learning.

Cooperative learning may be contrasted with competitive learning in which students work against each other to achieve an academic goal. It may also be contrasted with individualistic learning in which students work on their own to accomplish training goals unrelated to those of other students.

Competitive and individualistic traditional learning methods are popular among Pakistani teachers.

To use cooperative learning effectively, teacher must realize that all groups are not cooperative groups. Some teachers use traditional learning group. In this instructional method, a group whose members are assigned to work together but they have no interest in doing so. The structure promotes competition at close quarters.

On the other hand, in cooperative learning group, members of a cooperative group meet all reasonable expectations, which are given to them. In cooperative learning group, students work together on specific tasks or projects in such a way that all students in the group benefit from the interactive experience. Since learners are different in their intellectual capacity, their motivation and their linguistic skills also differ from individual to individual. Low achievers and slow learners are particularly very difficult to motivate to learn these skills.

There are two types of strong motivations that students have. One is a need for praise or positive feedback. Students want to be praised. However, they need to have self verification and verification from others. Cooperative learning may provide the positive feed back. On the other hand, competitive and individualistic (traditional learning) methods provide competition among students.

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