Using Cooperative Learning to Improve Basic 7 Pupils’ Interest and Academic Performance in Science: An Action Research Study in a Ghanaian Junior High School

<p>This study examined the use of cooperative learning to improve pupils’ interest and academic performance in science in a Ghanaian junior high school. The study emerged from classroom observations and pre-intervention interviews indicating low participation, limited interest, and difficulties understanding science among Basic 7 pupils who had previously experienced predominantly teacher-led instruction. An action research design was employed with 30 pupils randomly selected from a Basic 7A class of 35 pupils. Data were collected using a diagnostic test, post-intervention test, structured interviews, and classroom observationFollowing the diagnostic phase, pupils participated in a three-week cooperative learning interventioninvolving structured small-group practical activities, group presentations, whole-class discussions, and teacher feedback. The mean test score increased from 3.15 out of 10 before the intervention to 6.68 after the intervention, representing a mean gain of 3.53 marks. The number of pupils scoring 5 marks or above increased from 5 (16.7%) to 23 (76.7%). Interview findings showed that pupils preferred study groups (50%), practical work (30%), and additional teacher guidance (20%) as forms of support for learning science; notably, none selected teacher-led teaching. Classroomobservations also indicated greater participation and engagement during the intervention. The findings suggest that structured cooperative learning was a promising approach for improving pupils’ engagement and academic performance in science in the context studied.However, because the study used a single-group action research design without a control group, the observedimprovement cannot be attributed exclusively to cooperative learning. The study highlights the potential value of combining peer collaboration, practical activities, and teacher facilitation in Basic 7 science instruction.</p>