Cooperative Learning Strategy and Learners’ Academic Performance in Social Studies in Public Primary Schools in Moyo District, Uganda

Abstract

Social Studies is a key subject taught in primary schools in Uganda, aimed at equipping learners with knowledge, skills, values and attitudes necessary for responsible citizenship. However, learners’ performance in the Primary Leaving Examination (PLE) has remained consistently low over the past five years as evidenced by Uganda National Examination Board (UNEB). The study investigated the effect of Cooperative Learning Strategy (CLS) on primary school learners’ academic performance in Social Studies in Moyo District, Uganda. The study was guided by Cognitive Constructivist Theory, and social constructivist Theory. A quasi-experimental Pre-test and Post-test design was employed, using both qualitative and quantitative methods. The study involved 108 Primary six learners chosen using purposive sampling. Data was collected using Social Studies Achievement Test (SSAT), and was analyzed using descriptive and inferential statistics, with t-test conducted at a 0.05 level of significance. The findings revealed a statistically significant difference in performance between learners taught using CLS and those taught using the conventional methods, with experimental group performing better. Learners exposed to CLS demonstrated increased participation, confidence, and improved interaction. Notably, learners with speech difficulties were more able to participate actively, respond to questions and perform the given tasks without fear, particularly during group discussions. The study concludes that CLS is an effective instructional strategy for enhancing learners’ academic performance in Social Studies, and provides an inclusive environment that supports learners with speech difficulties. It recommends its adoption in primary schools, alongside continuous teacher training and support. This study contributes to educational discourse on learner-centered pedagogies and effective instructional practices.