EFFECTS OF FLIPPED CLASSROOM AND COOPERATIVE LEARNING STRATEGIES ON STUDENTS’ PERFORMANCE IN SOCIAL STUDIES IN UPPER BASIC SCHOOLS IN ADAMAWA STATE, NIGERIA.

Abstract

This study examined the effects of the flipped classroom and cooperative learning strategies on students’ performance in Social Studies in upper basic schools in Adamawa State, Nigeria. A quasi-experimental design was employed with a sample of 172 JS II students, purposively selected from three intact classes. Two research questions and two null hypotheses guided the study. Data were collected using the Social Studies Performance Test (SSPT). Descriptive statistics (mean and standard deviation) were used to answer the research questions, while paired and independent t-tests were used to test the hypotheses at a 0.05 significance level. Findings showed that students taught using a flipped classroom and cooperative learning strategies had significantly higher post-test scores than their pre-test scores. In addition, both groups outperformed those taught using conventional instruction. Among the strategies, the flipped classroom yielded the greatest improvement in student performance. The study concluded that both flipped and cooperative methods are effective in enhancing learning outcomes in Social Studies. It recommends that Social Studies teachers in Adamawa State integrate these learner-centred approaches to improve academic performance and classroom engagement.