The Role of Cooperative Learning in Reading Comprehension Ability and Interest (A Study of 11th Grade Fasilades Preparatory School Students) Gondar, Amhara Region, Ethiopia

Abstract

 The main purpose of the study is to investigate the role of cooperative learning in reading comprehension ability and interest. The study design was a quasi-experimental pre-test and post-test control group design. The participants of the study were Fasilades Preparatory School in North Gondar Zone, Gondar City. Among the 1201 students attending their 11th grade in 2009 11th K and 11th B class students were selected randomly. And from them, through reading comprehension tests and questionnaire, the research data were collected. Then the collected data were analyzed by Independent Samples t-test. According to the result analysis, the average score of the post-secondary reading comprehension test of the experimental group was higher than that of the control group. The mean score of the comprehension test showed a significant difference (p = 0.0428). Similarly, the experimental group’s average score on the post-secondary reading interest questionnaire was higher than that of the control group’s reading interest questionnaire. The mean score exceeded and showed a significant difference (p = 0.0206). Based on this, it is concluded that cooperative learning contributes more to increasing students’ reading comprehension and interest in reading than the usual individual learning choices. Based on the results of the study, cooperative learning is suggested as a solution to increase students’ reading ability and interest in reading.