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

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.