EFFECTS OF GROUP WORK ON LEARNERS' ACADEMIC ACHIEVEMENT IN ENGLISH GRAMMAR IN PRIMARY SCHOOLS IN BOMET CENTRAL SUB-COUNTY, KENYA

Maiyo Chebet M. Hilda, John W. Wayong'o, Polycarp Muchesia Ishenyi

Abstract


This article reports findings from the first objective of a study that examined the effects of collaborative learning on learners' academic achievement in English grammar in primary schools in Bomet Central Sub-County, Kenya. The study was motivated by persistent weaknesses in English grammar performance among primary school learners and the need to transition from traditional teacher-centered instruction to interactive, collaborative learning environments. The objective was to determine the effects of structured group work on learners' grammar academic achievement. The study adopted a causal-comparative mixed-methods design. The wider study involved 1,712 learners and sampled public primary schools across educational zones in Bomet Central Sub-County. Data for the objective were generated through baseline and post-intervention Grammar Achievement Tests (GAT), classroom observations, and triangulation of sources. Quantitative data were summarized using means, standard deviations, and changes in performance, while an independent samples t-test was used to determine whether the difference in post-intervention performance between the experimental and control cohorts was statistically significant at alpha = .05. The findings showed that the experimental (collaborative) group achieved a higher post-test mean compared to the control group, demonstrating measurable improvement in core grammar sub-strands such as syntax and subject-verb agreement. However, the independent samples t-test indicated that the overall difference in post-intervention scores required sustained implementation to achieve broader statistical significance. The article concludes that structured group work is associated with positive descriptive gains in learners' English grammar achievement, but sustained classroom application, consistent peer interaction, and targeted teacher facilitation are essential for maximizing learning outcomes.

Keywords


collaborative learning, group work, English grammar, academic achievement, primary school learners, Bomet-Central sub-county, Kenya

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i4.6984

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