Cooperative Learning and the Grammatical Competence of Students

This quantitative study aimed to determine the effects of using a quasi-experimental method using pre–test – post–test with one group design was used in this study, which identified the scores of the students in four grammar area tests before and after the use of cooperative learning activities.  The four areas were pronoun-antecedent agreement, subject-verb agreement, tenses of verbs, and voices of verbs.  The students’ mean pre-test and post-test scores were then compared to determine significant improvement in the student’s competency.  Cooperative learning activities were then constructed as research output. Findings show that prior to the use of cooperative learning activities, the student’s competencies in three areas were found to be fair.  These were on the pronoun-antecedent agreement, tenses of verbs, and voices of verbs.  Only in the area of subject-verb agreement was the students’ competency found to be poor. After the use of cooperative learning activities, the students’ competencies were found to be satisfactory in all areas of the grammar test. There were significant differences in the mean pre-test and post-test scores of the students in all areas of the grammar test.  The computed t-values imply significant improvement in the students’ competencies after the use of cooperative learning activities. Conclusion and recommendations were given.