Article Details

The paper sought to investigate the effect of the Student Team Achievement Divisions (STAD) strategy of cooperative learning on achievement in reading comprehension of low achieving students in selected secondary schools in Makurdi Metropolis. A total of 21 low achieving students in selected Junior Secondary Schools constituted the sample of the study. One research question and one hypothesis guided the study. The quasi- experimental design was adopted using intact classes. The Reading Comprehension Achievement Test (RCAT) was used to generate data. It was trial tested and found to be reliable. Data generated were analyzed using mean scores to answer the research question and Analysis of Co-variance (ANCOVA) to test the hypothesis at 0.05 level of significance. The finding showed that low achieving students taught using STAD performed significantly better than those taught using the non-cooperative method of instruction. A major recommendation was also proposed: sensitize teachers, students and school proprietors to regular and correct use of cooperative learning.