ABSTRACT
Social studies instruction aims to cultivate critical thinking, civic engagement, and cultural understanding among students. Cooperative learning, a collaborative instructional approach, has emerged as a promising method to achieve these goals by promoting active student engagement and fostering positive interdependence among learners. This study utilized the descriptive method of research involving sixteen (15) grade 9 students. The following are the results of the study.
The respondents agree that the positive interdependence, face-to-face interaction, Individual and group accountability and equal participation are the factors that affect the Cooperative Learning Strategies in Teaching Social Studies.
The respondents believe that they experience difficulties in learning the lesson in social studies especially in awareness in the cooperative learning strategy and background knowledge they have in subjects.
There is a significant relationship between the perceptions of the respondents on using cooperative learning strategies and the challenges encountered on it.
The learning Activities is designed to enhance the performance of the students in learning Social Studies and to lessen their difficulties in the subject.
Keywords: instruction, Cooperative Learning, Assessment strategies, Positive interdependence, Collaborative instructional approach