An Investigation of Differential Effects of Cooperative Learning Method on Reading Comprehension of Iranian EFL Learners from High and Low Socioeconomic Status

Shahram Alipour, Amir reza Nemat Tabrizi, Ali Reza Goli Famian


This study was an experimental study with pre-test and post-test design in order to study the effect of cooperative learning method on Iranian EFL learners with low and high SES in. Sixty participants who were homogeneous according to the obtained results of the PET test were selected as a sample. Identification of the participants' socioeconomic status was evaluated by socioeconomic questionnaire (Kuppuswamy 1976). For the purpose of the study 14 Low SES participants plus 16 high SES students have been selected for the group of Cooperative Learning (CL) and 14 low SES plus 16 high SES learners have been selected for the group of Conventional Method (CM). In CL group Jigsaw and Numbered Heads Together were used for reading comprehension but in CM the conventional method of reading comprehension was used. By the end of the treatment reading post test were given to the students. SPSS statistical software was used for analyzing the data. It was found that Jigsaw and Numbered Heads Together Cooperative methods have positive effect on reading comprehension of the learners. Also it was found that Cooperative Learning Methods does not positively affect learners from high SES more than learners from low SES and vice versa.


Cooperative Learning, Socioeconomic status, Reading Comprehension, Jigsaw, Numbered Heads Together

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