Effect of social skills in cooperative learning on preschoolers' achievement in English language activities in Tharaka Nithi County, Kenya

Abstract

The study investigated the effect of social skills in cooperative learning on preschoolers’ achievement in English language activities in Tharaka Nithi County, Kenya. The study was anchored on Constructivism theory. Utilising a quasi-experimental research design with a non-equivalent control group pre-test and post-test design, the study collected data through questionnaires for teachers and observation schedule for preschool children.  The target population for the study was 411 public preschool headteachers, 508 teachers and 24000 preschoolers. From the preschools, 24 headteachers and 110 preschool teachers were sampled using purposive sampling. The researcher sampled 462 PP2 learners from all preschools. The researcher pre-tested instruments in five preschools, which were excluded from the final sample. Research instruments were developed under guidance from the University of Nairobi's Department of Educational, Communication, Technology and Pedagogical Studies to ensure validity. Reliability was assessed using the test-retest method and Cronbach's Alpha, and a reliability coefficient of 0, 72 was obtained. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined using a thematic approach. Key findings include the positive impact of learning components such as the social skills of an individual. The study concludes that the cooperative learning approach, encompassing social skills, positively affects pre-primary schoolchildren’s achievement in English language activities. The government, the Ministry of Education, and curriculum developers may develop a curriculum design that will focus on cooperative learning strategies and integrate social skill-building exercises. A longitudinal Study on the Long-Term Impact of Cooperative Learning may be designed to investigate the long-term effect of cooperative learning approaches on the English language.