Effect of Jigsaw Learning Strategy on Academic Performance of Senior Secondary Students in Biology Concepts at Soba Local Government Area, Kaduna State.

Ezeaghasi Ngozi Eucharia, Obochi Uchechukwu Maria

Abstract


This study investigated the Effect of the Jigsaw learning Strategy on the academic performance of biology students in the Soba Local Government Area, Kaduna State. The study used the quasi-experimental, pretest, posttest, control group design.  A sample of 212 students from intact Science classes in public co-educational senior secondary schools participated in the study. Instruments include Biology Performance Test (r=0.88) Treatment procedures for the experimental and control group lasted six weeks. Data obtained were analyzed using descriptive statistics for research questions and a simple independent t-test for null hypotheses. The findings indicated a significant difference in the biology performance of biology students taught with the Jigsaw learning strategy than those taught with the conventional lecture method. The treatment was also found to be gender friendly. Based on the results of the analysis of research data, the researchers conclude that Jigsaw learning strategy affects students' academic performance. The study recommended that teachers should adopt the use of the Jigsaw learning Strategy to teach biology in secondary schools.

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References


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