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This study compared the effectiveness of e-learning, collaborative and field trip instructional strategies on students’ environmental knowledge in Social Studies in Osun State middle schools. The sample consisted of 243 middle school one (MSI) students. Four public schools were randomly selected for the study. From each of the four schools, one intact MS1 class was randomly assigned to either e-learning, collaborative, field trip or conventional group. One instrument was used for this study. Data collected were subjected to analysis of covariance (ANCOVA). The results showed that there was a significant difference in the effectiveness of e-learning, collaborative, field trip and conventional strategies on students’ environmental knowledge in Social Studies (F =171.735) in favour of e-learning, field trip and collaborative respectively p = 0.000. The results also indicated no significant interaction effect of each strategy and gender (F = 0.447, p = 0.816). The results as well showed significant interaction effect across strategies and gender (F = 187.829) in favour of e-learning, field trip and collaborative p = 0.000. Based on the findings of this study it was concluded that the three learner centre strategies are effective in enhancing students’ acquisition of adequate knowledge about the environment through Social Studies education whereas gender has no significant effect on the students’ performance. DOI: 10.5901/jesr.2016.v6n3p45

journal of educational and social research

Comparative Effectiveness of the Recommended Instructional Strategies on Students’ Environmental Knowledge in Social Studies in Osun State Middle Schools