EFFECT OF ACTION LEARNING AND COMMUNITY-BASED STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF UPPER BASIC SOCIAL STUDIES STUDENTS’IN ENVIRONMENTAL EDUCATION IN KOGI STATE, NIGERIA.

This study examined the effects of action learning and community-based strategies on the academic achievement of upper basic social studies students' in environmental education in Kogi State, Nigeria. It establishes four objectives, formulates four research questions and posits hypotheses to guide the investigation. A review of relevant literature informed the study, with behavioural learning theory serving as the theoretical framework. Utilizing a quasi-experimental design, the research was conducted in Kogi State, specifically involving three upper basics in Dekina Local Government Area. The sample comprised 270 students including 95 males and 175 females, selected from intact classes. Data collection was analyzed using the Social Studies Achievement Test (SSAT). Data analysis employed descriptive statistics, including means, as well as inferential statistics via ANCOVA. Findings indicate significant differences in achievement that between students taught using action learning versus convention method, and between those taught with community-based strategy versus conventional methods. Additionally, the joint effects of action learning and community-based strategies on student achievement were significant, as were the effects on male and female students. The study concludes that both action learning and community-based strategies significantly improve the environmental education achievement of upper basic students in Kogi State. Recommendations include prioritizing the integration of action learning strategies in the environmental education curriculum, conducting further research to refine community-based strategy and exploring curricular designs that combine both action learning and community-based approaches