Abstract:

As a result of a lack of reading materials and poor home background of Nigerian pupils, most pupils fail to learn during English comprehension lessons which are an integral part of learning. Consequent to this, most teachers result in the use of group work among pupils, which allows them to share the available resources in the class by collaborating. This paper aimed to assess the use of group/collaborative learning among primary school pupils during English reading comprehension lessons in three selected Primary schools in Ondo West Local Government Area of Ondo State, Nigeria. Two theories formed the theory of the study. These were Social Constructivism and Cooperative Learning. The study adopted a case study design and qualitative approach using purposive sampling techniques to select three primary six teachers and three focus groups as samples. The research instruments used were open-ended questions, focus group interviews, and documents. Interpretivism paradigm was used to construct themes derived from the study. The study concluded that teachers only use group learning during English reading comprehension because of a shortage of reading materials and recommenced that group learning/work should be used in schools to facilitate learning and cooperation among members.

Keywords:

Reading materials, group learning, comprehension, resources, lessons.