Effects of Interactive and Collaborative Learning Strategies on Academic Performance of Social Studies Students in Upper Basic Schools in Delta State

Abstract

This study investigated the effects of interactive and collaborative learning strategies on the academic performance of Social Studies students in upper basic schools in Delta State. This study employed a 2x2x2 quasi-experimental design. This study sample comprised 160 upper basic eight students from six sampled schools in both urban and rural areas. The research instrument used for this study was tagged “Social Studies Performance Test” (SSPT). Mean, standard deviation, t-test (t) and analysis of covariance (ANCOVA) were used to analyse the data collected. The results showed that the treatment had an effect on the experimental groups. Students who were not exposed to treatment do not perform well. The results also showed an effect by sex; the mean scores of the experimental groups were better than those of the control group. Based on these findings, it was therefore concluded that the treatment had an effect on the experimental groups compared to the control group.