Cooperative learning approach on the academic performance of students in reading comprehension
Njoku Ihuoma, Dr. Onyinyechi Ochuba, Dr. Ofonime Ndioho
This study investigated the cooperative learning approach on the academic performance of students in reading comprehension with the use of Discussion Teaching Method compare it. The sample for this study were 52 students in Government schools, they comprise the experimental and control groups. The design of the study was a quasi-experimental design. The reliability of the instrument was determined with the test-retest method using the Pearson coefficient at 0.75. three intact classes were used for the study, which comprises of 170 students in all, 84 males and females and 86 females. The instrument used for the study was the reading comprehension achievement test (R.C.A.T.), it was used to test the student's performance in reading comprehension. The research findings showed that task-based could improve the reading comprehension of the students. The students’ achievement test in Cooperative learning approach from pretest to posttest scores were 87.84% and 122.8% respectively while those of discussion method in pretest and post 81.11% and 96.33% respectively. Based on the research findings, the researcher concluded that cooperative learning approach enhances the performance of students in reading comprehension more than the discussion learning approach and therefore, recommended that students should improve more on their reading comprehension with the application of cooperative learning approach.