• Dr. Amit Ranjan Chakraborty

This study investigates the effectiveness of the cooperative learning approach in teaching history to senior secondary students in 24 Parganas, West Bengal. The primary objective was to assess how this interactive teaching method impacts students’ academic achievement, critical thinking skills, and attitudes toward history compared to traditional teaching methods. A quasi-experimental research design was employed; involving an experimental group taught using cooperative learning strategies (such as group discussions, the jigsaw method, and peer teaching) and a control group receiving traditional lecture-based instruction. The sample consisted of senior secondary students from various schools in 24 Parganas, with both groups being assessed through a pre-test and post-test to measure changes in academic performance. Additionally, students’ attitudes toward history were evaluated using a Likert-scale questionnaire, and their critical thinking skills were assessed through specific problem-solving tasks. The findings indicate that the cooperative learning approach significantly enhanced students' academic achievement. The experimental group showed a 15% improvement in their post-test scores, whereas the control group exhibited a modest 5% improvement. Statistical analysis revealed a significant difference between the post-test scores of the experimental and control groups, with the experimental group performing better (t = 3.82, p < 0.01). Furthermore, students in the experimental group demonstrated superior critical thinking and analytical skills in history-related tasks. The group activities encouraged deeper analysis of historical events, with students actively participating in discussions, debates, and collaborative problem-solving. Post-intervention surveys revealed a notable increase in students' interest and engagement in history, with the experimental group rating their attitudes as 4.5 out of 5 compared to a neutral score of 3 out of 5 in the control group. Despite these positive results, challenges such as unequal participation in group activities, time management issues, and group dynamics were noted. Some students were hesitant to participate actively, while others dominated discussions. These challenges suggest that careful planning and structured guidance are necessary to optimize the effectiveness of cooperative learning. In conclusion, the study highlights that cooperative learning significantly improves students’ academic performance, critical thinking, and engagement in history lessons. It emphasizes the need for teachers to adopt cooperative learning strategies in order to create a more interactive and student-centered learning environment. However, proper management of group work and individual participation is essential for maximizing the benefits of this teaching approach.

EFFECTIVENESS OF COOPERATIVE LEARNING APPROACH IN THE TEACHING OF HISTORY FOR SENIOR SECONDARY SCHOOL STUDENTS IN 24 PARGANAS, WEST BENGAL

"EFFECTIVENESS OF COOPERATIVE LEARNING APPROACH IN THE TEACHING OF HISTORY FOR SENIOR SECONDARY SCHOOL STUDENTS IN 24 PARGANAS, WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 9, page no.f582-f588, September-2023, Available :http://www.jetir.org/papers/JETIR2309684.pdf

"EFFECTIVENESS OF COOPERATIVE LEARNING APPROACH IN THE TEACHING OF HISTORY FOR SENIOR SECONDARY SCHOOL STUDENTS IN 24 PARGANAS, WEST BENGAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 9, page no. ppf582-f588, September-2023, Available at : http://www.jetir.org/papers/JETIR2309684.pdf