ENHANCING WRITING ABILITIES OF PRIMARY CLASS STUDENTS THROUGH COOPERATIVE LEARNING STRATEGIES: AN EXPERIMENTAL STUDY

Abstract

Cooperative learning stimulates students to acquire the knowledge as well as interpersonal and team skills. They were more confident to write because they could share their ideas and were not much worried about the mistakes. The objectives of this study were to determine how the use of cooperative learning approach affected the writing abilities of primary class students. The investigator took up 42 students of grade 5th of K.V. No1 Jammu (J&K-INDIA) for this experimental study. The research study was onegroup pretest and post-test design. The pretest and post-test scores of writing test were compared using a dependent samples t-test measure; the study revealed that the students’ post-test score was higher than their pretest score at the .01 level of significance. The study concludes that cooperative learning provides a less anxiety-producing context in terms of discussing, creating, and thinking in a group rather than in a whole class. A comfortable non-stressful environment is useful for learning and practicing English.