EFFECTS OF COLLABORATIVE STRATEGY ON DEVELOPMENT OF SELF-CONCEPT OF STUDENTS IN SOCIAL STUDIES

Abstract

This study investigated the effects of collaborative strategy on development of self-concept of stu-dents towards a new definition of Social Studies for a new world. The study was guided by two re-search questions while two hypotheses were formulated and tested. A quasi-experimental research design specifically, non-randomized control group was adopted. The population comprised 10,306 Upper Basic II students in Gombe South Education Zone. The sample consisted of 208 students from six government schools in the study area. Data were generated using adopted Academic Self-Concept Scale (ASCS). The ASCS was validated and subjected to reliability analysis using Cronbach Alpha (α) formula which yielded a coefficient of 0.87. Data collected for the study were analysed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings of the study revealed that there was no significant difference in the mean self-concept ratings of students taught Social Studies using Collaborative Instructional Strategy and those taught using Conventional Method (p = 0.834 > 0.05); there was no significant difference in the mean self-concept ratings between male and female stu-dents taught Social Studies using collaborative instructional strategy (p = 0.490 > 0.05). Based on the findings, the study concluded that Collaborative strategy enhance self-concept ratings of Social Stud-ies students in similar manner as conventional method. It was therefore recommended among others that teachers of Social Studies should actively involve male and female students in learning activities while using collaborative strategy since the method had proved gender friendly and sensitive in en-hancing students’ self-concept towards a new definition of Social Studies.