Together We Learn: The Power of Cooperative Learning Approach in Selected Primary Schools of Tanzania

Abstract

The study investigates the influence of the Cooperative Learning Approach (CLA) on sixth-grade students’ academic performance in English at primary schools in Dodoma Urban, Tanzania. CLA promotes active engagement, peer collaboration, and shared responsibility, contrasting sharply with traditional teacher-centered methods that often limit student interaction. The study employed an experimental research design involving four purposively selected private primary schools from a pool of 56 schools. A total of 300 students (150 in the experimental group and 150 in the control group) participated. Both groups completed a pre-test on the topic Comprehending Oral and Written Information. The experimental group then engaged in cooperative learning activities for one month, while the control group continued with conventional teaching methods. Post-tests were administered to evaluate performance changes. Results indicate a substantial improvement in the experimental group’s scores (with mean scores increased from 2.77 to 3.75) across speaking, listening, reading, and writing domains. Statistical analysis using paired-sample t-tests confirmed the significant impact of CLA on students’ performance, rejecting the null hypothesis. The study strongly advocates integrating CLA into primary education to enhance English proficiency, foster collaborative skills, and improve overall academic achievement. By introducing CLA, students are provided with opportunities to engage in collaborative problem-solving, peer discussion, and knowledge sharing, which may enhance comprehension, retention, and application of English language skills.