THE EFFECT OF JIGSAW INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ KNOWLEDGE RETENTION IN PHYSICS IN JOS, NIGERIA

Authors

  • Damoeroem Ejilayomi Omokorede Department of Integrated Science, College of Education, Gindiri, Plateau State, Nigeria
  • Markus Ma’aji Siyelnen Department of Physics, College of Education, Gindiri, Plateau State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v8i5.3719

Keywords:

jigsaw instructional strategy, knowledge retention, score level, gender, physics

Abstract

The objective of the study was to determine the effect of jigsaw instructional strategy (JIS) on students’ knowledge retention towards physics, based on score levels and gender. The study was a quasi-experimental, pre-test and post-test control group design. Purposive sampling technique was used to select two schools, from which two intact classes of senior secondary school two students in physics were involved in the study. A total of 84 students comprising the experimental and control groups (experimental group = 43; control group = 41) took part in the study. The instrument used for data collection was Physics Retention Test (PRT). The reliability of PRT was ensured using Kuder Richardson formula-21, with a reliability coefficient of 0.79. Four research questions raised in the study were answered using frequency, percentage, mean and standard deviation while the hypotheses formulated were tested using t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings from the study showed that JIS improved students’ knowledge retention in physics irrespective of gender and score level. It was recommended that teachers should include the use of jigsaw instructional strategy for improving the teaching and learning of physics in Nigeria senior schools.

 

Article visualizations:

Hit counter

Author Biographies

  • Damoeroem Ejilayomi Omokorede, Department of Integrated Science, College of Education, Gindiri, Plateau State, Nigeria

    Lecturer II,
    PhD Science Education (physics)
    Department of Integrated Science,
    College of Education, Gindiri, Plateau State.
    Member, Teachers’ Registration Council of Nigeria,
    Member, Women in Nigerian Colleges of Education, Gindiri chapter,
    Member, Plateau State Science Teachers’ Association of Nigeria.

  • Markus Ma’aji Siyelnen, Department of Physics, College of Education, Gindiri, Plateau State, Nigeria

    Lecturer III,
    MSc Ed Physics Education,
    Department of Physics,
    College of Education, Gindiri, Plateau State.
    Member, Teachers’ Registration Council of Nigeria.

References

Acikgoz, K. U. (2003). Active learning (5th ed.). Izmir: Egitim Dunyaayinlari.

Akinoglu, O., & Tandogan, R. O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude, and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81.

Aronson, E. (1978). The Jigsaw Classroom. Beverly Hills, USA: Sage Publications.

Arzel, A. (2016). Are Tradition Teaching Methods Still Effective? Retrieved from http://arzelonline.wordpress.com/2012/06/25/are-traditionalteaching-methods-still-effective/.

Bilesanmi-Awoderu, J. B. & Oludipe, D. I. (2012). Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in basic science. British Journal of Education, Society & Behavioural Science, 2(3), 307-325. Retrieved from https://www.researchgate.net/publication/256839869_Effectiveness_of_Cooperative_Learning_Strategies_on_Nigerian_Junior_Secondary_Students'_Academic_Achievement_in_Basic_Science

Bichi, S. S. (2002). The problem solving strategy and enriched curriculum on secondary school students’ achievement in evolution concepts. Unpublished PhD Dissertation, Ahmadu Bello University, Zaria.

Chianson, M. M., Kurumeh, M. S., & Obida, J. A. (2010). Effect of cooperative learning strategy on students’ retention in circle geometry in secondary schools in Benue state, Nigeria. American Journal of Scientific and Industrial Research, 2(1), 33-36.

Damoeroem, E. O. (2021). The effectiveness of jigsaw instructional strategy on senior school students’ attitude towards physics in Jos, Nigeria. International Journal of Innovative Research and Advanced Studies, 8(4), 42 – 49.

Duyilemi, A. N., & Bolajoko, A. O. (2014). Effects of constructivists' learning strategies on senior secondary school students’ achievement and retention in biology. Mediterranean Journal of Social Sciences, 5(27), 627-634.

Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning (Edu 162). East Fowler, Tampa: Department of Adult, Career & Higher Education, University of South Florida.

Federal Republic of Nigeria. (2013). National Policy on Education (6th ed). Lagos, Nigeria: NERDC Press.

Macharia, K., Githua, B., & Mboroki, G. (2009). Methods of Instructions. Kenya: Kijabe.

Olanrewaju, R. R. (2013). Effects of cooperative learning strategy with models on academic achievement and retention of biology concepts among pre national students in Kaduna . Unpublished PhD Dissertation, Ahmadu Bello University, Zaria.

Omosewo, E. O. (2009). Views of Physics teachers on the need to train and retrain Physics teachers in Nigeria. An International Multi-Disciplinary Journal, 3(1), 313-324.

Saidou, O. (2013). Effects of team teaching on performance and retention of physics concepts among senior secondary school students of different ability levels in Maradi, Niger republic. Unpublished MEd Dissertation, Ahmadu Bello University, Zaria, Nigeria.

Salman, M. F. (2009). Active learning techniques in a mathematics workshop:

Nigerian primary school teachers’ assessment. International Journal of Mathematics Education, 4(1), 23-36.

Slavin, R. E. (1999). Comprehensive approaches to cooperative learning, Theory in practices, 38(2), 74-79.

Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 344-360). New York: Taylor & Francis.

Tanel, Z., & Erol, M. (2008). Effects of cooperative learning on instructing magnetism: Analysis of an experimental teaching sequence. American Journal of Physics and Education, 2(2), 124-136.

Tran, V. D. (2014). The effects of cooperative learning on academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131-141. Retrieved from http://dx.doi.org/10.5430/ijhe.v3n2p131.

Downloads

Published

2021-05-04

Issue

Vol. 8 No. 5 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).