Innovative Pedagogical Strategies and Knowledge Retention of Students in Social Studies in Oron Education Zone, Akwa Ibom State, Nigeria

The study explored the relationship between innovative pedagogical strategies and knowledge retention among Social Studies students in public secondary schools within the Oron Local Education Zone, Akwa Ibom State. Employing a correlational research design, the investigation was guided by two research questions and two hypotheses. The population comprised 2,608 Junior Secondary School Two (JSS2) students from seven public schools, from which a sample of 260 students was selected using a multi-stage sampling technique. Random sampling was employed to choose five schools, and the hat and draw method was used to select 52 students from each selected school. Data were gathered using a self-structured instrument, the Innovative Pedagogical Strategies and Knowledge Retention in Social Studies Students Questionnaire (IPSKRQ). The instrument’s reliability was confirmed by Cronbach’s alpha coefficients of 0.75 for instructional strategies and 0.88 for academic performance items. Pearson Product Moment Correlation (PPMC) analysis revealed a significant positive relationship between teacher-student interactive and questioning strategies and knowledge retention among Social Studies students. The study concluded that students’ active engagement and encouragement to seek relevant knowledge through innovative instructional approaches significantly enhance retention. Based on these findings, it was recommended that teachers should consistently create opportunities for students to participate actively in classroom activities and foster environments that encourage independent exploration and deeper understanding, as these practices are likely to improve long-term academic outcomes. Keywords: Innovative, Pedagogical Strategies, Knowledge Retention.