Abstract:
The study determined the effect of cooperative learning method on senior secondary school students’ achievement and interest in reading comprehension in Nsukka Education Zone, Enugu State, Nigeria. Ten research questions and ten hypotheses guided the study. Quasi-experimental 2x2x2 factorial research design was used for the study. The population for the study comprised all the senior secondary school two (SSS 2) students in Nsukka Education Zone. The sample consisted of 194 SSS II students in four schools in Nsukka Education Zone, Enugu State, Nigeria. Data for the study were collected with two instruments which are Reading Comprehension Achievement Test (RCAT) and Reading Comprehension Interest Inventory (RCII). The instruments were validated by experts in Arts and Science Education, University of Nigeria, Nsukka. Research questions were Answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance, using analysis of covariance (ANCOVA). Results from the study revealed that students exposed to cooperative learning method achieved higher and showed greater interest in reading comprehension than those not exposed. Also, gender has no significant influence in reading comprehension achievement and interest of students. In addition, the study revealed no significant interaction effect of gender and method in reading comprehension achievement and interest of students. However, the study revealed no significant interaction effect of location and method in reading comprehension achievement and interest of students. Based on the findings of the study, then researcher recommended the need to expose both teachers and students to instruction in cooperative learning method through workshops and seminars. Curriculum planners need to restructure the school curriculum to reflect the cooperative learning method, to enable teachers use the method in the classroom and to help students become independent learners where the teacher serves as a facilitator.
