摘要：Co-operative learning due to its influential aspects is the most prevalent teaching-learning technique in the modern world. Therefore as a prelude, the investigators aimed at studying the effect of co-operative learning strategy i.e. Cooperative Integrated Reading Composition( CIRC) on the achievement in English Reading Comprehension among seventh graders in relation to gender. This is an experimental study with 2x2 factorial design. 140 students of seventh standard selected through multi-stage random sampling technique were taken as a sample for the study out of which 70 students taught through CIRC formed Experimental group (E ); and 70 students taught through conventional method of teaching formed control group(C ). Sample of the students were also equated on the basis of socio-economic status, and achievement in the subject concerned. Achievement test in English Reading Comprehension developed and standardized by the investigators was used to assess the achievement of the subjects. Lesson plans, Worksheets, and Formative tests were developed for the strategy CIRC to carry out the teaching and learning process in both the groups for eight weeks only. At the end of the experiment, achievement test in English Reading Comprehension was given to the subjects. Data were analyzed by using ANOVA and t-test to determine the performance by comparing the mean scores of all the groups. Data analysis revealed that students taught through CIRC showed significant improvement in their achievement in reading skill than the students taught through Conventional Method. Further, boys and girls students taught through co-operative learning strategy CIRC performed better than their counterparts. Furthermore, co-operative learning appeared favorable for both boys and girls but boys were found to be benefitted more when they taught through co-operative learning strategy. It was concluded that co-operative learning is an effective approach which need to be incorporated in teaching Reading Comprehension to improve reading skill.
