Effect of Cooperative Learning Approach on Classroom Environmental Perception in Public Co-educational County Secondary Schools, Nakuru County, Kenya

Abstract

Cooperative Learning Approach (CLA) has been widely recognized for enhancing students’ academic achievement. This study examined its effect on students’ perception of their classroom environment and the moderating role of gender. Guided by motivational and cooperative learning theories, the study used a quasi-experimental Solomon Four-Group, Non-equivalent Control Group Design. The target population comprised 766 Form Three students and teachers from four public co-educational secondary schools in Nakuru County, with a sample of 242 students and four English teachers. Two experimental groups (E1, E2) were taught using CLA, while two control groups (C1, C2) used conventional methods. Data were collected through Student Perception Guide (SPG), Teachers Perception Guide (TPG), and Student Interview Guide (SIG). Reliability testing yielded a Cronbach’s alpha of 0.801 for SPG. Data analysis involved descriptive and inferential statistics (t-test, ANOVA, ANCOVA) at α=0.05. Results showed a significant effect of CLA on students’ classroom perception (F(1,126)=2020.828, p<0.05) and a significant moderating effect of gender. The findings recommend integrating CLA in teacher training and encouraging English teachers to adopt it in line with the Competency-Based Curriculum (CBC).

Key Words —Cooperative Learning Approach, Perception, Academic achievement