Study of the Effect of Cooperative Learning on Achievement in Social Studies Among Primary Pupils in Sokoto State

Cooperative learning strategies foster peer interaction and shared knowledge construction, and examining their effectiveness in Social Studies for primary pupils in the conservative learning cultures of North West Nigeria provides important pedagogical evidence. This study examined the effect of cooperative learning strategies on the academic achievement of Primary Five pupils in Social Studies in Sokoto North and Wamakko Local Government Areas, Sokoto State, North West Nigeria. A quasi-experimental pre-test and post-test design was employed with 90 pupils in the experimental group (cooperative learning) and 90 in the control group (conventional instruction). Both groups studied the same Social Studies units for five weeks. Achievement tests were administered before and after the intervention. Analysis using independent samples t-test and ANCOVA showed that cooperative learning group pupils achieved a significantly higher mean post-test score (68.4) than control group pupils (57.2) after controlling for pre-test differences (F = 29.7, p < 0.001). Group discussion activities showed the largest effect on comprehension items. No significant gender difference was found in the benefit derived from cooperative learning. The study concludes that cooperative learning is significantly more effective than conventional instruction for Social Studies achievement among Sokoto State primary pupils and recommends cooperative learning training for primary school teachers in the North West zone, alongside class size management to facilitate effective group work organisation. Keywords: cooperative learning, Social Studies achievement, primary school, Sokoto State, North West Nigeria