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

This study investigated the effects of collaborative and traditional learning strategy on the academic performance of Social Studies students in upper basic schools in Delta State. This study adopted the quasi-experiment of 2x2x2 pre-test post-test control group design. This study sample comprised one hundred and sixty (160) upper basic eight students from six sampled schools from urban and rural areas. The research instrument used for this study was tagged Social Studies Performance Test (SSPT). It consisted of 50 multiple-choice items drawn from JSSIII past questions. The validity of the SSPT was determined through face and content validity, the Pearson Product Moment Correlation Coefficient (r) was used to ascertain the reliability index of the research instrument. The reliability index was 0.83. Mean, standard deviation, t-test (t) and analysis of covariance (ANCOVA) were used to analyse the data collected. The results of this study revealed that collaborative and traditional learning strategy significantly facilitated students’ performance in Social Studies. The learning environment should be more friendly and accommodative. The school manager should identify and promote shared democratic values.