Effectiveness of cooperative learning on academic achievements of students at the elementary school level

Abstract

Cooperative learning is a teaching approach that promotes group collaboration among students. This method aids in structuring classroom activities into meaningful academic learning experiences. The aim of this study is to compare the scores from pre-tests and post-tests between the control group and the experimental group. The study utilized a pre-test-post-test control group design. The sample consist of 30 students of class seventh of an elementary school. Data was collected using achievement test. Test was taken in two phases: Initially, students was randomly assigned to two groups: the control group and the experimental group. Both groups participated in pre-tests and post-tests. Control group employed traditional teaching, while the experimental group received intervention. Results were subsequently compared. The data undergo analysis using measures mean and t-test. The result showed that there is no notable difference in the academic achievement between the pre-test and post-test scores of both the control group and the experimental group. Based on the result of findings, study concluded that no significant difference was observed in the academic achievement of control and Experimental group. Cooperative learning interventions was not found too meaningful in improving the academic scores of the students.