ABSTRACT 7iis quantitative and qualitative was conducted in Toonya Primary School in Buseruka Sub ~‘oun1y, to assess the extent to which the implemented Cognitive strategy Instruction was ffective in improving on primary seven pupils’ Social studies achievement. The study was ~uided by the following objectives; to establish the extent to which cognitive strategies of ~struction can improve pupils’ ability to answer questions; to find out challenges faced by ‘upils during the implementation ofthe strategy and to establish interventions to enhance pupils, ritical thinking. Two past papers were used to monitor the progress ofthe innovation. Primary even pupils and the Social studies teachers were used as respondents for the study. Findings how that pupils were performing very poorly with an average score of 23, and 24 in both the re andpot tests. itproved that the innovation had not been that effective since there was almost ‘o improvement in the mean score. it was established that the innovation works better with other trategies such as language and group strategies. It was recommended the flexibility ofCSI the pproach has to be used in combination with different other techniques to conduct effective ~aching. Social studies teachers have to strictly observe the princzples ofconducting systematic ontinuous assessments to help pupils have more practice in answering questions. Teachers hould review the previous lessons daily and this is because of these reasons; for the frengthening previous learning which will result into affluent recall of the previous content. It dli also strengthen pupils’ connections ofthe concepts andfacts they have studied. In the case ftoo much vocabulary teacher and pupil must practice vocabulary used in the lesson content y teacher making pupils to view the practiced words as units i.e. by seeing the whole word utomatically rather than individual letters that have to be sounded out. Checking pupils’ omeworlç, going over pupils’ problems they experienced when writing homework and orrecting errors. Teachers should also use this time to practice concepts and skills that needed ~ become automatic (overlearning). When conducting SST lessons, teachers should break the ~sson content and activities into small manageable units, which pupils can easily grasp, to avoid onfusing learners. Teachers must work harder to develop pupils’ language proficiency, by sking as many open ended questions as possible because they encourage discussion and learner artici~ation in lesson. (NCDC2O1 0) Concerning the use ofgroup strategies to develop pupils’ ritical thinking, teachers have to ensure that our pupils have the language skills to interact roductively in English on academic tasks.