IMPACT OF COOPERATIVE LEARNING STRATEGY ON SOCIAL INTERACTION AND ACADEMIC ACHIEVEMENT AMONG STUDENTS FROM DIVERSE ETHNIC BACKGROUNDS IN LAGOS STATE, NIGERIA

Abstract

This study examined the impact of cooperative learning strategy on social interaction and academic achievement among students from diverse ethnic backgrounds in Lagos State, Nigeria. The study was motivated by the need to address persistent challenges of low peer interaction, ethnic segmentation, and underachievement in multicultural classroom environments. A quasi-experimental research design involving a pretest–posttest non-equivalent control group was adopted. The population comprised secondary school students in Lagos State, while a multistage sampling technique was used to select intact classes assigned to experimental and control groups. The experimental group was taught using cooperative learning strategy, while the control group was exposed to the conventional lecture method. Two validated instruments, namely the Academic Achievement Test and the Social Interaction Scale, were used for data collection. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings revealed that students taught using cooperative learning strategy recorded significantly higher academic achievement than those taught using the conventional method. Similarly, students in the cooperative learning group demonstrated significantly improved social interaction, including better communication, peer bonding, and inclusiveness. Furthermore, the study found that although ethnic background had a slight moderating effect, cooperative learning remained effective across different ethnic groups, with both academic achievement and social interaction improving significantly in all categories. All null hypotheses were rejected. The study concluded that cooperative learning strategy is an effective pedagogical approach for enhancing both cognitive and social outcomes in ethnically diverse classrooms. It was recommended that teachers should adopt cooperative learning techniques to promote academic success and foster positive interpersonal relationships among students. The study contributes to educational sociology by demonstrating that structured peer interaction can reduce ethnic barriers and improve learning outcomes in multicultural educational settings.