The Effect of Interpersonal Skills in Cooperative Learning on Preschooler’s Achievement in English Language Activities in Tharaka Nithi County, Kenya.

Abstract

This study investigated the effects effect of interpersonal skills in cooperative learning on preschooler’s achievement in English language activities in Tharaka Nithi County, Kenya. Utilizing a quasi-experimental research design with a non-equivalent control group pre-test and post-test design, the study collected data through questionnaires for teachers and observation of preschool children. The instruments were pre-tested in five preschools that were excluded from the final sample. Research instruments were developed under expert guidance from the University of Nairobi's Department of Early Childhood Education to ensure validity. Reliability was assessed using the test-re-test method and Cronbach's Alpha and a reliability coefficient of 0,72 obtained. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined using a thematic approach. Key findings include the positive impact of learning components such as interpersonal and social skills individual. Overall improvements in post-test scores suggest a positive role in enhancing language outcomes. The study concludes that the cooperative learning approach significantly enhances pre-primary school children's achievement in English language activities, emphasizing the importance of incorporating these strategies to improve language skills among preschoolers in Tharaka Nithi County. Actionable recommendations include implementing structured group activities to enhance interpersonal skills. The study's findings offer valuable insights that can be leveraged to improve early childhood education practices.