Effectiveness of the cooperative learning approach in teaching literature in english in secondary schools: a case study of St. Thomas amagoro Secondary school, Teso North sub-county, Busia County, Kenya

Abstract

Despite the significant role of Literature in English in fostering critical thinking, creativity, and language performance among secondary school students, many learners continue to struggle with comprehension, interpretation, and engagement with literary texts. Traditional teacher-centered instructional methods, such as lecture-based approaches, have been predominant, resulting in passive learning, low motivation, and limited interaction with texts. Consequently, this has led to poor academic performance and a lack of appreciation for literature among students. This study therefore aimed to examine the effectiveness of the cooperative learning approach for teaching Literature in English in secondary schools. The objectives of the study were to find out the strategies used by teachers in teaching literature among Form Three students, to identify the student-centered methods of teaching employed by teachers, to discuss the Cooperative Learning Approach as a teaching method, and to analyze the performance of students taught using the Cooperative Learning Approach. The study was guided by Johnson and Johnson’s Social Interdependence Theory and adopted a quasi-experimental sequential explanatory mixed-methods design targeting 172 Form Three students at St. Thomas Amagoro Secondary School in Teso North Sub-County, Busia County. Data were collected using pre-tests, post-tests, content analysis, and interview schedules. Quantitative data were analyzed using descriptive statistics with SPSS, while qualitative data were analyzed thematically. Findings revealed that teachers employed a range of strategies, from traditional lecture-based methods to interactive techniques such as Round discussions, literature circles, and group activities, reflecting awareness of diverse learning styles and the value of critical thinking and creative engagement. There was a clear shift towards student-centered methods that fostered inclusivity, motivation, and autonomy in literature learning. The study concluded that teachers are progressively adopting diverse pedagogical approaches, with cooperative learning (CL) significantly enhancing students’ performance. The experimental group exposed to CL achieved higher post-test scores than the control group, indicating that CL improves academic achievement and social skills through active and respectful collaboration. The study recommended that teacher training programs integrate diverse pedagogical strategies, curriculum reforms promote student centered methods, schools adopt Cooperative Learning as a core instructional approach, and further research be conducted to assess its long-term impact. These findings provide valuable insights for curriculum developers, teachers, and learners in enhancing engagement, critical thinking, and appreciation of literature