UNCOVERING EDUCATIONAL LANDSCAPES: A THEORETICAL EXPLORATION OF COOPERATIVE LEARNING STRATEGIES IN JUNIOR SECONDARY SOCIAL STUDIES

Abstract

As educators grapple with the challenge of preparing students for the complexities of the modern world, the traditional paradigm of passive learning is being reevaluated. There is the need to improve our knowledge of education so as to improve the learner to build a total child who can compete effectively in a globalised world. This inclusive education is such that teaches all children in the same class within the same school and creates learning opportunities for all irrespective of individual differences. The curriculum we are operating is now becoming extra boring and mere recalling of factual knowledge which is practically becoming unpopular, insensitive and uneventful. It is on this assumption that this paper examines the dynamic realm of cooperative learning strategies within the context of junior secondary social studies education. The paper aims to unveil the intricate interplay between cooperative learning methods and their potential impact on students' academic and socio-emotional development. The theoretical foundations underpinning cooperative learning, emphasizing its relevance in fostering collaborative skills, critical thinking, and a deeper understanding of social studies concepts among junior secondary students were brought to the limelight. The potential challenges and considerations associated with implementing cooperative learning in this specific educational domain were critically analyzed.