Perceptions and Challenges of Senior Secondary Teachers in Implementing Cooperative Learning Strategies for Life Skills Development in Economics

Abstract

The integration of cooperative learning strategies in Economics education has gained prominence as a means of enhancing both academic understanding and essential life skills among students. Life skills such as critical thinking, communication, teamwork, and problem-solving are increasingly vital in preparing learners for real-world challenges beyond the classroom. Despite the pedagogical value of cooperative learning, its effective implementation at the senior secondary level remains inconsistent, particularly in Economics, a subject often taught through traditional, exam-oriented methods. This study investigates the perceptions and challenges experienced by senior secondary school teachers in implementing cooperative learning strategies specifically for life skills development within Economics instruction.Adopting a mixed-methods research design, the study involves the collection of quantitative data through structured questionnaires administered to Economics teachers, complemented by qualitative data obtained through semi-structured interviews. The research explores teachers’ beliefs regarding the relevance and effectiveness of cooperative learning in fostering life skills, the extent to which such strategies are utilized in Economics classrooms, and the institutional, pedagogical, and contextual challenges that hinder their application. Factors such as teacher preparedness, curriculum constraints, class sizes, availability of instructional resources, and assessment systems are examined in relation to their impact on implementation.The findings aim to provide a nuanced understanding of how Economics educators perceive cooperative learning as a tool for life skills development and what barriers impede its practice in real classroom settings. The study also seeks to identify potential enablers and practical recommendations for more effective integration of cooperative learning strategies. The outcomes are intended to inform curriculum planners, teacher educators, and policymakers to support more inclusive, skill-oriented teaching approaches in senior secondary Economics education. Ethical standards, including informed consent and confidentiality, are upheld throughout the research process to ensure the integrity and reliability of the study.