IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 3 Ver. IV (May - Jun. 2015), PP 26-29 www.iosrjournals.org DOI: 10.9790/7388-05342629 www.iosrjournals.org 26 | Page Cooperative Learning and Student’s Academic Achievement in English Language in Imo State, Nigeria Obinna-Akakuru, A.U. 1 , Onah, T.A. 2 , Opara, D.C. 1 1 Department of Adult and Non-formal Education, Alvan Ikoku University of Education, Owerri, Nigeria. 2 Department of Psychology, Alvan Ikoku University of Education, Owerri, Nigeria. Abstract: This paper examined cooperative learning and academic achievement of students in English language in Imo State. The study adopted quasi experimental pre-test, post-test control group design. The sample for the study consisted of twenty (20) SS2 Students, purposively selected from two classes in a senior secondary school in Imo State. The instrument used for the study was the English Language Achievement Test (ELAT). Section A of the ELAT contained the bio-data of the respondents while section B consisted of 30 multiple-choice question items. The research questions were answered using mean rating to determine the difference between the pre-test and the post-test while the hypothesis was tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings indicated that there was a significant difference between the achievement mean scores of subjects in the cooperative learning group and those in the control group. The study revealed that Cooperative Learning plays a significant role in students’ academic achievement in English Language. The paper therefore, recommended the retraining of teachers towards using cooperative learning for student’s optimal academic achievement. Keywords: Cooperative Learning, Academic Achievement, Significant Difference, English Language, Senior Secondary Schools. I. Introduction Proficiency in English Language is one of the greatest opportunities that the Nigerian education system ought to provide children with, as English Language to a large extent constitutes not only the mode of communication, but also the language of commerce. However, this is not the case as too many students, upon completion of secondary school, lack the required skills and competencies in the Language. Studies carried out by scholars like Ubahakwe, Obemeata, Ohia and Adeosun in Oyinloye and Gbenedio (2010) among others identified a variety of factors as responsible for what is commonly referred to as the fallen standard of English Language. Some of the relevant factors include: inappropriate pedagogy employed in schools as it relates to the learners interests and needs; teaching not directed to the attainment of the goals and purposes of the target language; the wide disparity between the language of the curriculum, the English Language class and the Nigerian society. The above reiterates the need for a classroom system which will increase motivation and achievement of personal goals and academic performance in English language. It is evident that failure in English language is as a result of the negative attitude of students to English Language which can be linked to lack of interest in the subject which could be as a result of the variables which Ubahakwe, et.al. in Oyinloye and Gbenedio (2010) has earlier identified (Fig.1). The diagram further emphasises on the effect of lack of interest on both the teachers and the students as the teachers resort to the use of the traditional methods which is not enhancing assimilation of the subject content while the student‟s motivational level is drastically reduced leading to failure in the subject. This negative attitude could be reduced if students work together and learn from one another (chukwuyenum, Nwachukwu and Toochi, 2014). Cooperative learning is an instructional program in which students work in small groups to help one another master academic content. Learners in this classroom structure perceive that they are working together with other students to gain rewards. In this environment, a student's success depends on the comparable success of other students. (Chukwuyenum , Nwankwo and Toochi ,2014). An important goal of students in a cooperative classroom is to encourage and enable other students to succeed. Effective cooperative learning has two major components: Positive interdependence and Individual responsibility (Johnson & Johnson, 2002). That is, the members of the group must depend on one another to the extent that each member has responsibilities, each wants the others to succeed, and no one feels that his own success or failure will hurt the others in the group.