• Dr. Amit Ranjan Chakraborty

This study explores the comparative effectiveness of cooperative learning and traditional teaching approaches in enhancing academic achievement among secondary school students in 24 Parganas, West Bengal. The primary objective of the study was to assess the impact of these teaching methods on students' academic performance, engagement, motivation, and satisfaction. A quasi-experimental research design was employed, with two groups of students: the experimental group (cooperative learning) and the control group (traditional teaching). Both groups consisted of students from the same age range and academic background, and they were taught the same subject matter over a period of four weeks. Data collection involved pre-tests and post-tests to measure academic achievement, along with surveys to assess student engagement, motivation, and satisfaction. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests, while qualitative data were obtained through student interviews and teacher feedback, which were analyzed using thematic analysis. The results revealed that students in the cooperative learning group showed a significant improvement in academic achievement compared to those in the traditional teaching group. Additionally, students in the cooperative learning group reported higher levels of engagement, motivation, and satisfaction with the learning experience. In contrast, the traditional teaching group exhibited more passive learning behaviors and lower levels of interaction and collaboration. The study concludes that cooperative learning is an effective teaching strategy that enhances academic outcomes, student motivation, and engagement. It suggests that shifting from traditional, teacher-centered approaches to more interactive, student-centered strategies can create a more engaging learning environment, fostering critical thinking, collaboration, and problem-solving skills among students. Furthermore, the study highlights the importance of teacher preparedness and effective group management in the successful implementation of cooperative learning strategies. This research provides valuable insights for educators, curriculum designers, and policymakers, emphasizing the need to adopt innovative teaching methods to improve the overall quality of education. Further studies are recommended to explore the long-term effects of cooperative learning and its implementation across different subject areas and educational contexts.

PILOT STUDY ON THE EVALUATION OF COOPERATIVE LEARNING APPROACH AND TRADITIONAL APPROACH IN ACADEMIC ACHIEVEMENT FOR SECONDARY SCHOOL STUDENTS IN 24 PARGANAS, WEST BENGAL

"PILOT STUDY ON THE EVALUATION OF COOPERATIVE LEARNING APPROACH AND TRADITIONAL APPROACH IN ACADEMIC ACHIEVEMENT FOR 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 12, page no.h818-h827, December-2023, Available :http://www.jetir.org/papers/JETIR2312799.pdf

"PILOT STUDY ON THE EVALUATION OF COOPERATIVE LEARNING APPROACH AND TRADITIONAL APPROACH IN ACADEMIC ACHIEVEMENT FOR 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 12, page no. pph818-h827, December-2023, Available at : http://www.jetir.org/papers/JETIR2312799.pdf