Effect of Cooperative Learning on Students’ Achievements in Literature in English Subject: A Case of Dodoma City, Tanzania

Abstract

The study sought to establish effectiveness of Cooperative Learning in Literature in English Subject among government Secondary Schools in Dodoma City, Tanzania. Through survey research design, questionnaires were distributed to 160 students who took the Literature in English subject but the respondent rate was 150 (93.75%). Data was analyzed through descriptive statistics and Pearson product Moment Correlation Coefficient.  The study revealed that the rate of cooperative learning effectiveness is high. This is due to the fact that students either strongly agreed or agreed with all the items in the questionnaire regarding effectiveness in Literature in English. Further, the study concludes that the achievement in Literature in English subject is high. This is due to the fact that students agreed with all the items in the questionnaire regarding the achievement in Literature in English subject. Finally, the study established that there is a significant relationship between interest in Literature in English subject and students’ academic achievement in the subject. The study recommends that teachers should strive to maintain the effectiveness in cooperative learning which is the key factor for learning effectiveness. They should also take advantage of students’ interest in Literature in English subject as a way to mobilize them maintain positive attitude toward that subject. Secondly, teachers should try to convince students who are not taking the Literature in English subject to do so since the subject is manageable as students who take it performed well. Lastly, since interest in learning increases students achievement in Literature in English subject, there is need to inculcate the positive attitude toward Literature in English subject since primary school level so that when students join secondary schools they already have interest in the subject.