Effect of Cooperative Learning on Achievement in English Grammar in Relation to Intelligence of Secondary School Students

Abstract

The objective of the present paper was to study the effectiveness of Cooperative Learning (Jigsaw strategy) on achievement in English grammar in relation to Intelligence of secondary school students. Total 115 students of class 9th studying in a school affiliated to CBSE were taken as sample. The dependent variable of achievement in English grammar was measured through self-constructed achievement test used as a pretest as well as a posttest. The experiment group was taught through cooperative learning while control group was taught through traditional teaching. Lesson plans, worksheets and quizzes, designed to implement cooperative learning methodology was used. Cooperative Learning modules developed by the researcher for teaching of English grammar included in the 9th class syllabus of CBSE board, and Standard Progressive Matrices (SPM) developed by J. Raven, J. C. Raven and J. H. Court (revised, 2000) were used as tools. By employing (Two Way) 2×3 factorial design ANCOVA results showed that students taught through cooperative learning strategy (Jigsaw) (Mean=10.10, N=58) achieved significantly higher in English grammar as compared to traditional method of teaching (Mean=7.47, N=57). Cooperative learning was found to be more effective teaching strategy to improve achievement in English grammar of students in comparison to conventional teaching method when pre-achievement in English grammar was considered as covariate while testing interaction between treatment and intelligence.