Impact of Jigsaw IV Cooperative Learning Strategy (J4cls) on Computer Anxiety and Achievement of Federal Colleges of Education Students in STEM Practical Sessions

Ndukwe P. N., Timayi J. M.

Abstract


This study is an investigation of the impact of Jigsaw IV Cooperative Learning Strategy (J4CLS) on computer anxiety and academic achievement in practical sessions of Federal Colleges of Education students: an implication for STEM education. The study answered two research questions and tested two hypotheses. The quasi-experimental design involving a pretest and posttest was utilized on a sample of 90 (40 experimental and 50 control) computer science students of Federal College of Education Zaria in line with the Central Limit Theorem (CLT) which proposed a minimum of 30 (N≥ 30) participants. Two validated instruments tagged Computer Science Practical Achievement Test (CSPAT) and the Computer Anxiety Rating Scale (CARS) with respective reliability indices of 0.81 and 0.89 were used to collect data for the study. The t-test and Mann-Whitney u-test were used to test the hypotheses at P ≤ 0.05 level of significance. Result obtained showed a significant difference in achievement   between the experimental and control group in favour of the former. In addition, students exposed to J4CLS had lower anxiety level compared to their counterpart in the control group. It was concluded that J4CLS is effective in the teaching of computer science practical sessions. Consequently, it was recommended that teachers should teach computer science at all level of our educational systems using the J4CLS. This will improve students’ performance and reduce anxiety for computer science especially during the practical sessions. The future of STEM education is reliant on computer science pedagogy as it will create more jobs in the nation.


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References


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