Kabanga, Grace Wairimu2026-03-162026-03-162025-10https://ir-library.ku.ac.ke/handle/123456789/32760A Research Thesis Submitted to the School of Education in Fulfilment of the Requirements for the Award of the Degree of Master of Education (Science Education) of Kenyatta University, October, 2025 Supervisor: 1.Nicholas W. Twoli 2.Michael M. WaitituThe integration of cooperative learning as an instructional method across different countries has exhibited positive outcomes in learners’ academic achievement. This study investigated the effect of integrating of cooperative learning on academic achievement of secondary school learners of Chemistry. The study intended to realize the following objectives: to establish the effect of integrating cooperative learning on the achievement of students in Chemistry; to investigate whether there are differences in students’ achievements by gender when integrating cooperative learning in Chemistry; to identify the experiences of teachers in integrating cooperative learning in teaching and learning of Chemistry. The study was limited to public secondary schools in Murang’a County, focusing on teachers' perceptions, impact on student success, gender differences, and teachers' challenges when using cooperative methods in teaching Chemistry. The study applied a quasi-experimental design using two schools in control group and two schools in experimental group. Data collection included students’ pre and post-achievement tests, a teaching observation checklist, and a teacher’s semi-structured interview schedule. Data collected was analysed and presented through descriptive and inferential statistics. The study established that there was a significant difference between learners taught using cooperative learning and those taught using non-cooperative learning method. The study also established that in the implementation of cooperative learning, gender does not affect students’ academic outcomes. Further, the study established that whereas the cooperative learning method is student-centred, the teachers still have to play an active role in facilitating various elements for the success of the instruction method. The study thus recommends that the ministry of education facilitates integration of cooperative learning as one of the primary teaching methods. The policy should also consider ongoing support and training for the teachers as well as the development of a cooperative learning tailored and responsive curriculumenThesis