The study investigated effects of Know-Want-Learn (KWL) differentiation and Jigsaw Cooperative Learning (JCL) strategies on the performance of Social Studies students at the Junior Secondary School (JSS) level in Port Harcourt Local Government Area of Rivers State. Two research questions and two corresponding hypotheses guided. The study adopted the quasi-experimental pre-test post-test control group design. The study involved three groups. Two experimental groups (Know-Want-Learn (KWL) differentiation learning strategy and Jigsaw Cooperative Learning (JCL) strategy) and a control group taught with traditional learning strategy. The sample consisted of 177 (90 male students and 87 female students) Junior Secondary School II (JSS II) students drawn from three Government Co-educational Secondary Schools. A 25 multiple choice test items, title “Social Studies Achievement Test (SOSAT)” developed by the researchers which covers two topics: Meaning and Consequences of Drug Abuse and Harmful Substances, and Dangers of Drug Trafficking in the Junior Secondary School II Social Studies Curriculum Scheme of Work was the research instrument. The instrument was validated and had reliability coefficient of 0.84 via Kuder Richardson (KR-21) for a measure of its internal consistency. The relevant data gathered were analyzed with mean, standard deviation, graphical plot associated with Analysis of Co-variance (ANCOVA). The findings of the study showed that Know-Want-Learn (KWL) differentiation and Jigsaw Cooperative Learning (JCL) strategies could improve the performance of junior secondary school students in Social Studies. However, the interaction effect of Know-Want-Learn (KWL) differentiation, Jigsaw Cooperative Learning (JCL) strategies and gender on students’ performance in Social Studies was not significant. Hence, it was recommended among others that teacher training workshops should be organized and sustained for Social Studies teachers across the country, exposing them to innovative strategies that encourage active learning and teaching for the 21st century learner and teacher.
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