This study examined the effects of Cooperative Learning on academic performance and attitude towards Citizenship Education of Nigeria Certificate in Education social studies students in Nigeria. Six objectives, research questions and hypotheses guided the study. The study employed descriptive survey and quasiexperimental design. The population of this study was all N.C.E II Social Studies students in North-western zone of Nigeria, which stood at six thousand and twelve (6012). Out of which a sample of 400 participants were selected through simple and stratified random sampling techniques. The Citizenship Education Performance Test (CEPET) and The Attitude of Students toward Citizenship Education Scale (ASSEC) were used for data collection. 

The instrument was validated by supervisors and research experts. Reliability index of 0.85 for (CEPET) and 0.81 (ASSEC) instruments were obtained. Mean and Standard deviation (SD) were used to answer the research questions, t-test statistics to test the null hypotheses 1 and 2, while a two-way ANOVA was used to test null hypotheses 3 to 6. The study revealed that significant difference existed between the mean score on academic performance and the attitude scores of NCE Social Studies students taught using cooperative learning approach and those taught with conventional method. There was also, significant difference between the mean scores of urban and rural N.C.E Social Studies students taught using cooperative learning approach and those taught using conventional method on attitude towards citizenship education. However, there was no significant difference between both the mean score on academic performance and attitude scores of male and female NCE Social Studies students taught using cooperative learning approach and those taught using conventional method. Also, significant difference was not found between the mean academic performance scores of urban and rural NCE Social Studies students taught using cooperative learning approach and those taught using conventional method. Based on the findings, it was recommended that, curriculum planners in Social Studies should emphasize the use of cooperative learning approach as instructional strategy at N.C.E level in Nigeria among others. Also teachers of Social Studies should be given continuous and comprehensive training in the use of cooperative learning approach.