Cooperative Learning Group Pedagogy as Teaching Strategy to Enhance Grapho-phonics Knowledge in a Grade 1 African Home Language Class

Using a cooperative learning strategy is the best practice in enhancing the teaching of grapho-phonics knowledge in the Foundation Phase. This study aimed to explore how Grade 1 teachers applied cooperative learning groups (CLGs) to enhance the teaching of grapho-phonics knowledge in their classrooms. Without mastering grapho-phonics, decoding words and reading with comprehension cannot take place. This study was framed by the Social Constructivism theory, which asserts that all learning takes place in a social setting and that learners learn from one another and from adults. An exploratory case study research design was used to generate qualitative data. Semi-structured interviews and observations were conducted with three Grade 1 teachers, who were purposively selected from two rural KwaZulu-Natal schools in South Africa. The findings revealed that although teachers used group activities, gaps existed in aligning practice with cooperative learning principles. The study recommends teacher development programmes to effectively implement cooperative learning, fostering active learning, critical thinking, and decision-making skills for learners.