Abstract:
This study examined impact of the reciprocal teaching approach on students' academic performance in social studies in Kwara State. A quasi-experimental pre-post-control group research design was used. 82 pupils from two government primary schools were chosen at random. The experimental group was picked at random from the two schools, and the control group was picked from the other school. The "Social Studies Achievement Test" (SSAT), a single research instrument that has been consistently validated, was employed. Using the test-retest method, the SSAT's reliability index was calculated to be 0.77. Analysis of Covariance was used to test three hypotheses. The study's outcomes bared that the treatment significantly impacted students' academic performance in social studies. Gender did not, however, significantly affect students' academic performance in social studies. Finally, the interplay of treatment and gender had no discernible impact on students' academic performance. Conclusively, reciprocal teaching method can raise students' academic performance in social studies. The usage of the reciprocal teaching method should be taught to instructors, according to the conclusion.
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