The Effectiveness of Jigsaw-IV Instructional Strategy on Students’ Retention of Wave-Particle Paradox: A Study of Senior Secondary Schools in Katsina State

Yahaya Isa Bunkure, Abdulkareem Munir

Abstract


The study explored the effectiveness of jigsaw-iv instructional strategy on students’ retention of wave-particle paradox in physics among senior secondary schools in Katsina State. A quasi-experimental of the pre- and post-tests non-randomized control group was employed, involving 102 students (62 experimental, 40 control) randomly selected from one hundred and sixty-five (165) senior secondary schools offering physics across two senatorial districts in Katsina State with total number of 30,011 students. Data were collected using a 20-item Wave-Particle Paradox Performance Test (WPPPT) with a reliability coefficient of 0.87. Descriptive statistics and ANCOVA were used to analyze the data. Results showed that there is a significant difference in the retention of students taught the wave-particle paradox using the Jigsaw-IV instructional strategy compared to those taught using the traditional method. The study recommends the adoption of Jigsaw instructional strategy in physics education to enhance students' retention of the complex concepts like Wave-Particle Paradox.


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References


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