The study investigated gender differences among Junior Secondary Schools students’ taught Social Studies concepts using Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies in Port Harcourt Local Government Area of Rivers State. Two research questions and two corresponding hypotheses guided the study. 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 the effect of Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies on the performance of students is not gender dependent. Hence, it was recommended among others that teacher should adopt the teaching strategies in teaching Social Studies in Schools. Also, 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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