EFFECT OF ONE-MINUTE PAPER COOPERATIVE LEARNING STRATEGY ON MIDDLE- BASIC PUPILS’ PERFORMANCE IN SOCIAL-STUDIES IN ILORIN SOUTH

Abstract

This study examined the effect of the One-Minute Paper (OMP) cooperative learning strategy on middle-basic pupils’ performance in Social Studies in Ilorin South Local Government Area of Kwara State, Nigeria. The study adopted a 2 × 2 × 2 quasi-experimental pre-test–post-test control group factorial design. The sample comprised 78 Basic Six pupils selected from two intact classes in two government-owned schools, with one class assigned to the experimental group and the other to the control group. The data collection instrument was the Social Studies Performance Test (SSPT), a 20-item multiple-choice test covering Honesty, Tolerance, Discipline, and Cooperation. Experts conducted content validation, and a test-retest procedure yielded a reliability coefficient of 0.76. Data were analysed using percentages, means and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings showed that pupils’ overall performance in Social Studies was low at the pre-treatment stage (Mean = 9.76). The treatment effect was statistically significant, F(1,70) = 15.680, p < .05, with pupils exposed to the OMP cooperative learning strategy recording a higher adjusted mean performance than those taught using the conventional teaching strategy. However, the interaction effects of treatment and gender, treatment and family type, and treatment, gender and family type were not statistically significant. The study concluded that the One-Minute Paper cooperative learning strategy was more effective than the conventional teaching strategy in improving pupils’ performance in Social Studies and could be used irrespective of pupils’ gender and family type. The study recommended that Social Studies teachers incorporate the OMP strategy into classroom instruction to promote pupils’ active participation and academic performance.