Effect of Jigsaw Teaching Strategies on Social Studies Students' Academic Achievement in Delta State Secondary Schools.

Ezene Stanley, P. O. Dania, E. O. Osakwe

Abstract


The study investigated the effect of Jigsaw strategies on the academic performance of Social Studies students in Delta State. Two research questions and two hypotheses guided the study. A quasi-experimental, non-randomized pre-test and post-test control group design was employed. The study population consisted of 80,912 students, encompassing all Upper Basic 8 Social Studies students in Delta State. A sample size of 289 students was selected using simple random sampling. The instruments used for data collection included the Social Studies Performance Test (SSPT) and three distinct lesson plans (instructional packages). The SSPT was validated by three experts and aligned with a table of specification. The reliability of the instrument was determined, yielding a coefficient of 0.86. Descriptive statistics (mean and standard deviation) were used to address the research questions, while a t-test and analysis of covariance (ANCOVA) were employed to test the hypotheses. The findings revealed that there was a significant difference in the mean performance scores of Social Studies students taught using the Jigsaw teaching method compared to those taught using the lecture method, favoring the Jigsaw group. However, there was no significant difference in the mean performance scores between male and female Social Studies students taught using the Jigsaw method, indicating that the effect of the treatment was not gender-based. The study recommended, among other things, that Social Studies curriculum developers should integrate Jigsaw and framing strategies into the pedagogical framework of Social Studies education in Delta State, as these strategies enhance students' academic performance.


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