Enhancing Learner Engagement and Conceptual Understanding of Cell Structure and Function through Cooperative Learning: An Action Research Project at Mpongwe Secondary School

Moses Chisela, Andrew Chikonde & Mathews Zimba
The Copperbelt University
School of Mathematics and Natural Sciences
ORCID: https://orcid.org/0009-0006-5248-3317
Email: moseschisela37@gmail.com/ chikonde.andrew@cbu.ac.zm/ mathews.zimba@cbu.ac.zm

Abstract: This action research study examined the impact of cooperative learning on Grade Ten pupils’ academic performance in cell structure and organization at Mpongwe Secondary School in Zambia’s Copperbelt Province. The research was prompted by observed learner disengagement during teaching practice, with minimal active participation and prevalent rote memorisation contributing to poor performance and negative attitudes toward biology. Using a mixed-methods action research design involving 41 Grade Ten pupils and three experienced biology teachers, data were collected through pre-tests, post-tests, questionnaires, interviews, observations, and document analysis. The five-week cooperative learning intervention incorporated Johnson and Johnson’s five essential elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Findings demonstrated significant improvement in learner performance, with mean scores increasing from 70.1% in the pre-test to 75.7% in the post-test. The failure rate dropped from 7.4% to 2.4%, and the standard deviation decreased from 20.04 to 15.63, indicating more equitable learning outcomes. Questionnaire results revealed that 100% of learners reported improved communication skills, 97.6% developed teamwork spirit, and 95.1% developed positive attitudes toward biology. Qualitative data confirmed enhanced participation, effective peer support, and development of research, observation, and creative skills. The study concludes that cooperative learning effectively improves academic performance, engagement, and skill development in biology education. Recommendations include teacher training in cooperative learning strategies, addressing over-enrolment, and gradual implementation of learner-centred pedagogies.