Effects of Learning Together, Constructive Controversy in Students' Acquisition of Knowledge and Skills in Peace Education Aspect of Social Studies

Abstract

This study assessed the effects of two cooperative learning strategies (Learning Together and Constructive Controversy) on students’ learning outcomes in Peace Education at Ogun State Junior Secondary School (JSS) Level in Nigeria. A sample size of 99 students participated in the experiment from three public JSS in the state. Using Analysis of covariance for testing two null hypotheses, it was discovered that there were no significant main effects on the knowledge (F(2,78)=1.429,P>0.05) and conflict resolution skills (F(2,78)=0.021, P>0.05) of the students in Peace education aspect of Social Studies. However, the Multiple Classification Analysis of the adjusted post-test mean knowledge scores (14.546) of the students treated with constructive controversy was the highest while that of the students treated with learning together (70.76) was the best in conflict resolution skills. It was therefore recommended that cooperative learning strategies (especially learning together and constructive controversy) should always be combined with the conventional method for teaching peace education aspect of social studies.

Keywords

• learning together
• constructive controversy
• peace education
• social studies