This study assessed the effectiveness of cooperative learning in secondary social studies instruction during the 3rd quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main data gathering instruments. The study respondents were female, specializing in Social Studies. The results showed the performance of high school students in social studies using cooperative learning methods improved from pre-test, which is approaching proficiency, to proficient in the posttest.There is a significant difference in the effectiveness of cooperative learning as to individual accountability and small group when attributed to teachers’age. However, there are no significant differences in the perceived effectiveness of cooperative learning for face-to-face interaction attributed to teachers’ profile and the challenges in the utilization of cooperative learning when grouped according to teachers’ profile variables. There is highly significant difference on the result of pre-test and post-test scores of the high school students in social studies using cooperative learning method and learning activities. This study suggests that teachers plan cooperative learning activities in which students work together on specific roles (positive interdependence), learn how to strengthen communication skills (individual accountability) and encourage each other to perform the task develop sensitivity and appreciate with others (small group).