Abstract:
The study sought to investigate the effect of the cooperative learning strategy on students’ self concept and achievement in reading comprehension. To guide the study, six research questions and six research hypotheses were formulated. The non equivalent control group pre test – post test design was employed. A sample of 105 students was drawn from the population and assigned into experimental and control groups. The researcher- designed instruments used for the study were the Reading Comprehension Achievement Test and Students’ Self Concept Scale, which were validated by experts and trial tested. Data generated were analysed using mean scores, standard deviations and Analysis of Covariance (ANCOVA). Major findings of the study revealed that students exposed to the cooperative learning strategy had higher achievement mean scores in reading comprehension and self concept than students taught using the conventional method of instruction. Other findings revealed that location had no significant effect on the reading comprehension and self concept mean scores of students’. Nonetheless, urban and rural students in the experimental group performed better than those in the control group. The findings also revealed that there was significant interaction effect of treatment and location on the reading comprehension achievement mean scores of students. Based on the findings made, conclusions were drawn and some educational implications highlighted. The conclusions drawn showed the cooperative learning strategy was effective in students’ reading comprehension and was effectual in enhancing students’ self concept, among others; while educational implications highlighted were how the cooperative learning strategy could be used as a veritable tool for improving students’ achievement and mitigating school based interpersonal social problems. Some of the recommendations included the need to sensitise teachers, school counsellors, textbook writers, and proprietors of schools, through conferences and seminars, to the cooperative learning strategy, as well as redesign the teacher -education curriculum to incorporate the cooperative learning strategy, among others.
