📄 Abstract
The present study examined the effectiveness of cooperative learning strategy on the academic achievement of secondary school students in Geography. A quasi-experimental post-test-only control group design was adopted. The study was conducted among 149 Class VIII students from three secondary schools in the Bolpur subdivision of Birbhum district, West Bengal. Students were assigned to either a cooperative learning group (n = 72) or a traditional teaching group (n = 77). An achievement test comprising 40 items was administered following a three-day instructional intervention. Data were analysed using descriptive statistics and an independent-samples t-test. The findings revealed that students taught through cooperative learning achieved significantly higher scores (M = 26.33, SD = 6.21) than those taught through traditional teaching methods (M = 20.45, SD = 4.73), t (147) = 7.54, p < .05. The results support the effectiveness of cooperative learning in enhancing academic achievement in Geography. The study highlights the importance of collaborative instructional approaches in secondary education and provides implications for classroom teaching practices.
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📚 How to Cite:
Lekden Yolmo , EFFECTIVENESS OF COOPERATIVE LEARNING STRATEGY ON ACADEMIC ACHIEVEMENT IN GEOGRAPHY AMONG SECONDARY SCHOOL STUDENTS: AN EXPERIMENTAL STUDY IN BIRBHUM DISTRICT, WEST BENGAL , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 162 - 165 ,