Abstract:
The main purpose of this study was to investigate the effect of cooperative learning approach on
improving students' reading comprehension . The pre-test, post-test comparison group quasi experimental design was employed for the research, and it was conducted at Debark Secondary
School in Debark City, North Gondar Zone, and Amhara Region. The sample population was
from two sections of Grade 11 students. They were selected through convenient sampling method;
two groups of students who were taught by one teacher were selected through random sampling
method. Two groups of students were assigned to participate in the study as an experimental
group and the other as a control group. A pre- and post-reading comprehension test, reading self efficacy written questionnaire was used as data collection methods. The purpose of the pre-test
and the written questionnaire was to test the students' reading comprehension skill before the
experimental study, and the purpose of the post-test and the written questionnaire was to
determine whether there was a significant difference between the students selected as the
experimental and control groups after learning reading skills through different teaching methods.
The cooperative learning technique was used in the experimental group and the usual method was
used in the control group to teach reading comprehension lessons from the Grade 11 English
textbook for a period of SIX weeks. The results of the pre- and post-test, pre- and post-written
questionnaire were analyzed independently and in paired samples. Analysis reveals that both the
experimental and control groups were almost equal in reading comprehension performance at the
beginning of the experiment. Nevertheless, after the treatment, the analyses of data indicate that
the experimental group showed a significant difference from the control group in the post-test and
post-written questionnaire (p, 0.000). It indicates that it has a significant contribution. Therefore;
the major findings of the study suggest that cooperative learning helped significantly to enhance
the general secondary school students’ reading comprehension performance and social skills
performance in EFL classrooms. The results were consistent with the predictions, and it is
recommended that cooperative learning be used in the EFL classrooms to teach reading
comprehension.
