EFFECTS OF GROUP WORK ON LEARNERS' ACADEMIC ACHIEVEMENT IN ENGLISH GRAMMAR IN PRIMARY SCHOOLS IN BOMET CENTRAL SUB-COUNTY, KENYA

Authors

  • Maiyo Chebet M. Hilda School of Education, Department of Curriculum Instruction and Educational Media, Bomet University, Kenya
  • John W. Wayong'o Department of Curriculum Instruction and Educational Media, Bomet University, Kenya
  • Polycarp Muchesia Ishenyi Department of Curriculum Instruction and Educational Media, Bomet University, Kenya

DOI:

https://doi.org/10.46827/ejel.v11i4.6984

Keywords:

collaborative learning, group work, English grammar, academic achievement, primary school learners, Bomet-Central sub-county, Kenya

Abstract

This article reports findings from the first objective of a study that examined the effects of collaborative learning on learners' academic achievement in English grammar in primary schools in Bomet Central Sub-County, Kenya. The study was motivated by persistent weaknesses in English grammar performance among primary school learners and the need to transition from traditional teacher-centered instruction to interactive, collaborative learning environments. The objective was to determine the effects of structured group work on learners' grammar academic achievement. The study adopted a causal-comparative mixed-methods design. The wider study involved 1,712 learners and sampled public primary schools across educational zones in Bomet Central Sub-County. Data for the objective were generated through baseline and post-intervention Grammar Achievement Tests (GAT), classroom observations, and triangulation of sources. Quantitative data were summarized using means, standard deviations, and changes in performance, while an independent samples t-test was used to determine whether the difference in post-intervention performance between the experimental and control cohorts was statistically significant at alpha = .05. The findings showed that the experimental (collaborative) group achieved a higher post-test mean compared to the control group, demonstrating measurable improvement in core grammar sub-strands such as syntax and subject-verb agreement. However, the independent samples t-test indicated that the overall difference in post-intervention scores required sustained implementation to achieve broader statistical significance. The article concludes that structured group work is associated with positive descriptive gains in learners' English grammar achievement, but sustained classroom application, consistent peer interaction, and targeted teacher facilitation are essential for maximizing learning outcomes.

Author Biographies

  • Maiyo Chebet M. Hilda, School of Education, Department of Curriculum Instruction and Educational Media, Bomet University, Kenya

    Maiyo Chebet M. Hilda is a Master of Education (English Language Education) student at Bomet University. She holds a Bachelor of Education degree (English and Literature) from Moi University. Her academic interests include English language teaching, language education, educational research, curriculum development, and educational technology.

  • John W. Wayong'o, Department of Curriculum Instruction and Educational Media, Bomet University, Kenya

    Dr. Wayong’o John W. holds a PhD in Language Education from the University of Nairobi, a Master of Education degree (English Language Education from Moi University, and a Bachelor of Education degree (English and Literature) from Moi University. He is an accomplished lecturer of language education at the university level. He is an accomplished researcher, particularly in teaching and learning of writing skills in English, scaffolding, integrated writing skills, teacher professional development, and use of technology in English language teaching and learning. He is a mentor for postgraduate students’ training at Bomet University.

  • Polycarp Muchesia Ishenyi, Department of Curriculum Instruction and Educational Media, Bomet University, Kenya

    Dr. Polycarp Muchesia Ishenyi holds a PhD in Pedagogy as well as a Master of Science in Education degree, both from Masinde Muliro University of Science and Technology, and a Bachelor of Education degree from Moi University, Kenya. He is a lecturer in Pedagogy and Chair of Department- Curriculum, Instruction and Educational Media in the School of Education at Bomet University. He has published many research articles in refereed Journals and one textbook with Lap Lambert, Germany. He is a member of the Kenya Association of Educational Administration and Management (KAEAM) and has presented scholarly papers in KAEAM symposia and participated in National and international conferences such as Strathmore Mathematics International Conferences and the Bomet University International Conferences, among others.

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Published

2026-09-03

Issue

Vol. 11 No. 4 (2026)

Section

Articles

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