Effects of Collaborative Learning Strategy on Reading Comprehension and Fluency: A Quasi-Experimental Study among Junior Secondary Students in Kano State, Nigeria
Effects of Collaborative Learning Strategy on Reading Comprehension and Fluency: A Quasi-Experimental Study among Junior Secondary Students in Kano State, Nigeria

Summary/Abstract: This study examined the effect of a collaborative learning strategy on the reading comprehension andreading fluency of Junior Secondary School III students in Kano State, Nigeria. Reading comprehensionand fluency are critical components of academic success at the secondary-school level, yet manystudents continue to experience persistent difficulties in these areas. The study was guided by twoobjectives and adopted a quasi-experimental pre-test–post-test control-group design. The populationcomprised 626 students, from which a sample of 60 students was drawn. Two intact classes wereselected and randomly assigned to the experimental group ((n = 30)) and control group ((n = 30)). Datawere collected using the English Language Achievement Test, which yielded a test–retest reliabilitycoefficient of .80. The experimental group was exposed to structured collaborative learning activitiesfor eight weeks, while the control group received conventional teacher-centred instruction. Data wereanalysed using mean, standard deviation, and independent-samples (t)-test at the .05 level ofsignificance, while Cohen’s (d) was used to determine effect size. The findings revealed no statisticallysignificant difference between the groups at the pre-test stage. However, significant post-test differenceswere found in reading comprehension, (t(58) = 6.40), (p < .001), (d = 1.65), and reading fluency, (t(58)= 19.54), (p < .001), (d = 5.04), in favour of the collaborative learning group. The study concluded thatthe collaborative learning strategy was associated with substantial improvements in students’ readingcomprehension and fluency. It was therefore recommended that English-language teachers integratestructured collaborative learning activities into classroom instruction to improve reading outcomesamong secondary-school students.

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