Positive Interdependence during Cooperative Learning Strategy and Learner Achievement in Suprasegmental Features in English among Form Three Learners, Webuye West Sub-County, Bungoma-Kenya

Abstract

Study aimed at determining influence of positive interdependence during cooperative learning on learner achievement in suprasegmental features in English. Sample was drawn from four secondary schools. Four teachers of English language, four principals, two hundred form three learners from Webuye West Sub County were purposively sampled whereas simple and stratified sampling was used to select schools. Solomon four group design was used, basing on social interaction theory by Tom Senninger. Questionnaire sourced data, interview schedule for principals. Data collected and coded was entered into Statistical Package for Social Sciences (SPSS version 25.0) software for analysis. Data analysis yielded multiple linear regression, cross tabulations and frequency distributions for interpretation and discussion. Finding suggested that positive interdependence associated with learner success, as 92.7% of students shared knowledge effectively (M = 3.84, SD = 0.594), and chi-square results supported this with significant value of 42.000 (p = .037), underscoring importance of collaborative learning heightening comprehension of suprasegmental features. The study concludes that positive interdependence influences learners' performance in suprasegmental features. Study recommends that education policymakers should integrate cooperative learning strategies into national curriculum for English education.