Influence of Learner Interdependence in Cooperative Learning on Achievement in English Language Activities in Pre-Primary Schools in Tharaka-Nithi, Kenya

Abstract

This study examined how learner interdependence practices in cooperative learning affect preschoolers’ English language achievement in Tharaka-Nithi County, Kenya, focusing on shared goals, differentiated tasks, and sharing instructional materials. Persistent challenges in foundational English language skills and predominantly teacher-led instruction highlight the need for learner-centred approaches aligned with the Competency-Based Curriculum. Guided by Social Interdependence Theory and pragmatism, the study adopted a quasi-experimental non-equivalent control-group pre-test-post-test design. The sample comprised 462 PP2 learners, 38 teachers, and 24 headteachers from 24 public pre-primary schools selected through multistage cluster sampling. Data were collected using pre- and post-tests, observation checklists, questionnaires, and document analysis; reliability coefficients exceeded 0.70. The treatment group achieved a higher post-test mean score (M = 52.58, SD = 4.64) than the control group (M = 39.92, SD = 5.16), with a statistically significant difference (t = 8.94, p < .001) and a large effect (Cohen’s d ≈ 2.58). ANCOVA further revealed a significant group effect on English language achievement (F = 183.951, p < .001). The study concludes that structured learner interdependence through shared goals, task allocation, and resource sharing enhances preschoolers’ English language achievement. It recommends integrating structured cooperative learning approaches into teacher training and pre-primary classroom instruction. This study provides empirical evidence to inform teaching practice, teacher preparation, and curriculum development.