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

Sep 15, 2026

Social Studies is a key subject in Ugandan primary education, designed to build learners’ knowledge, skills, values, and attitudes for responsible citizenship. Learners’ performance in the Primary Leaving Examination has remained low over the past five years, prompting investigation into the effect of Cooperative Learning Strategy (CLS) in Moyo District. Using a quasi-experimental pre-test/post-test design with 108 Primary six learners, the study measured outcomes with SSAT and used descriptive and inferential statistics. Results showed CLS produced a significant performance gain and improved participation, confidence, and interaction, including for learners with speech difficulties.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Background of the Study

Cooperative Learning Strategy and Learners’Academic Performance in Social Studies in Public Primary Schools in Moyo District, Uganda Maridio Clara*, Prof. Ondigi Samson, Dr. Nasibi Mary Department of Educational Communication and Technology, Kenyatta University, Nairobi, Kenya *Corresponding Author DOI: [https://doi.org/10.47772/IJRISS.2026.100700254](https://doi.org/10.47772/IJRISS.2026.100700254)[ ](https://doi.org/10.47772/IJRISS.2026.100700254)Received: 09 July 2026; Accepted: 14 July 2026; Published: 29 July 2026 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 learnercentered pedagogies and effective instructional practices. Keywords: Cooperative Learning Strategy, academic performance, Social Studies, Primary school, Uganda. INTRODUCTION Improving learners’ academic performance in Social Studies is a key goal of primary education. Social Studies subject provides a foundation for learners’ knowledge, skill, and values that prepares them for responsible citizenship. Consequently, learner-centered approaches such as the Cooperative Learning Strategy (CLS) have gained increasing attention because they promote active participation, collaborative learning and improved academic achievement. Background of the Study Social Studies is central to the development of individuals and societies because it lays foundation for lifelong learning that promote empathy, cultural understanding, and essential qualities for living in a diverse and interconnected world (Crisolo, Composano, & Rogayan, 2021) . The subject also promotes cooperation, and problem-solving abilities that enable learners to respond effectively to social and environmental challenges (Adam et al., 2025). Furthermore, it equips learners with the knowledge, skills, values, and attitudes required for responsible citizenship, critical thinking, and active participation in society (UNESCO, 2021; NCSS, 2022) . Despite its importance, the subject is often perceived as difficult because many concepts are abstract and require active learner engagement for meaningful understanding. (Rogayan, Gallardo, Lacaste, & Roque, 2021) . Scholars argue that meaningful learning in Social Stu

FAQs

What was the main purpose of the study in Moyo District?

To investigate the effect of Cooperative Learning Strategy (CLS) on primary school learners’ academic performance in Social Studies.

How was the study conducted and what data were used?

A quasi-experimental pre-test and post-test design was used with 108 Primary six learners. Data were collected using the Social Studies Achievement Test (SSAT) and analyzed with descriptive and inferential statistics, including a t-test at 0.05 significance level.

What did the findings show about learners taught with CLS?

Learners taught using CLS performed significantly better than those taught with conventional methods, and they showed increased participation, confidence, and improved interaction.

Sep 15, 2026

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