Analysis of the Practice of Cooperative Learning Strategies in Academic Achievement in Secondary School in Wolaita, Southern Nations Nationalities and Peoples’ Regional State, Ethiopia

Abstract

The purpose of this study was to assess the practices of cooperative learning strategies to student achievement in secondary schools of Wolaita Zone. To achieve this purpose the study employed descriptive survey research design by considering 6 secondary schools comprised of 125 teachers and 200 students as sampled respondents. Both secondary and primary data were collected. The result of the study indicated that cooperative learning students are not actively participating in the approach; school leaders don’t continuously evaluate the process and its implementation preparing of checklist and also its implementation students were participated unsatisfactory. The major challenges that affect the implementation of cooperative-learning approach were existence of overcrowded classroom, inadequate supervision and lack of interest, lack of skill and ability of teachers, inadequate instructional material and inadequate commitment from teachers. Regarding to the contribution of cooperative learning students who appropriately learned through it their academic achievement is highly performed. As indicated students result in the schools successful implemented and which not efficient practiced cooperative learning were not continuously increased it’s showed that collapse up and down. Based on these findings school leaders shall continuously evaluated and assess the teachers in order to give appropriate feedback for the implementation of cooperative-learning approaches; the school leaders should create awareness students to be interested and teaches should provide meaningful feedback for students daily activities or group work were recommended.

Keywords: Cooperative Learning, Academic Achievement, Secondary School

DOI: 10.7176/JEP/13-34-04

Publication date: December 31^st 2022