Effect of Cooperative Learning Approach on Student Performance in English Literature in Secondary Schools in Teso North Sub County, Busia County, Kenya

Despite the introduction of various pedagogical approaches in teaching Literature in English in secondary schools, performance in the subject remains below expectations in Teso North. Traditional teacher-centered methods often dominate classroom instruction, leading to passive learning and low engagement among students. This has resulted in poor comprehension of literary texts, limited critical thinking skills, and a lack of interest in the subject influencing underperformance in academic performance in KCSE examinations. The purpose of this study was to investigate the effect of the Cooperative Learning (CL) approach on student performance in English literature in public secondary schools in Teso North Sub-county, Busia County, Kenya. The study employed a quasi-experimental design to compare the impact of CL with traditional teaching methods on students’ academic outcomes. The target population comprised Form 3 students from selected secondary schools, with a sample size of 120 students divided equally into experimental and control groups. Data collection involved administering pretests and posttests designed to evaluate students’ understanding of English literature. Additional qualitative data were gathered through observational checklists and student feedback forms. Reliability of the research instruments was ensured through pilot testing, with a Cronbach’s alpha coefficient indicating satisfactory consistency. Ethical considerations included obtaining informed consent from participants and maintaining confidentiality. Data analysis utilized paired sample t-tests to assess changes in student performance between pretest and posttest scores. The findings of the study indicated that the Cooperative Learning (CL) approach significantly enhanced student performance in English literature compared to traditional teaching methods. The experimental group, exposed to CL, demonstrated a notable increase in mean scores from pretest to posttest, achieving a mean gain of 15.89 points. In contrast, the control group, which continued with conventional methods, showed a mean gain of only 6.28 points. Statistical analysis revealed a significant difference in posttest scores between the two groups, with the experimental group outperforming the control group. The study concluded that CL positively impacted student learning outcomes and recommended the broader adoption of CL strategies, additional teacher training in collaborative methods, and continued monitoring of teaching approaches to foster improved academic performance across subjects.