Effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Academic Performance of Secondary School Students in Geometry

Abstract

This study is an attempt to solve the persistent poor performance of students in geometry in senior secondary schools in Kaduna State, Nigeria. The study was guided by two research questions and two hypotheses. The quasi experimental research design involving a pretest and posttest was used. The population of the study comprised of 4624 senior secondary school year two (SS2) students of the public secondary schools in Zaria Educational Zone. Two coeducation schools were selected by the simple random sampling as the schools sampled for the study. The sample of students for the study comprised of 144 students from two schools from intact classes (Experimental = 72 and Control = 72). The Geometry Performance Test (GPT) was used as instrument for collecting data. The research questions were answered using descriptive statistics while the research hypotheses were analyzed by the t-test statistics at P ≤ 0.05 level of significance with the aid of the Statistical Packages for Social Sciences (SPSS version 21). The study revealed a significant difference in performance in favour of students exposed to the J4CLS. With regard to gender performance, no significance difference was found. The study concludes that the J4CLS is gender friendly and effective in the teaching and learning of geometry. Based on these findings, it was recommended that teachers should employ the J4CLS in the teaching of geometry in senior secondary schools to enhance students' performance in geometry. Also, workshops and seminars for mathematics and science based teachers should be organized by the Ministry of Education for each Education Zone in Kaduna State on the use of the J4CLS in classrooms.

Effects of Jigsaw IV Cooperative Learning Strategy on Students’ Academic Performance in Organic Chemistry in Zaria Education Zone, Kaduna State, Nigeria

“…The results of the analyses related to the hypothesis two indicated no significant difference in the performance of male and female students taught Organic Chemistry using Jigsaw IV cooperative learning strategy. This finding is in line with that of Adeyemi (2008); Ajaja and Eravwoke (2010); Yusuf, etal (2015); Timayi et al (2015) who individually found out that there is no gender difference in the academic performance of male and secondary school students exposed to Jigsaw IV Cooperative Learning Strategy. The finding is however in disagreement with that of Olson (2002) which reported that females performed better than males students when taught mathematics using Jigsaw II cooperative learning.…”

“…Becker in Lakpini (2006) opined teachers spoke more frequently to boys, asked the boys more questions, praised boys for quality work and girls for neatness. Even though, Ajaja and Eravwoke (2010) and Timayi et al (2015), reported that gender had no effect on academic achievement of students in cooperative learning. These contradictory findings have caused for inclusion of gender as one of the moderating variable for this study.…”

“…Several studies show that Jigsaw Cooperative Learning Strategy is a learning strategy that enhances students understanding and academic performance in Physics (Hanze and Berger, (2009); Keramati, (2010); Gambari, Olumorin and Yusuf (2012)), in Chemistry (Doymus, (2008); Jansoon, Somsook and Coll, (2008); Gumel, (2015)), in Mathematics (Timayi, Bolaji, & Kajuru,(2015)) reported that Jigsaw IV is considerably more effective than individualistic instructional strategy and conventional classroom instruction respectively. However, Shaaban (2006), Seaborn and Wilson (2002) found no significant difference in the achievement of students taught using Jigsaw cooperative learning strategy and those taught using conventional classroom and discussion methods respectively.…”

Comparison of Application of Jigsaw IV and Reverse Jigsaw Methods based on Students’ Participation and Achievement

“…Cooperative learning has an important goal, namely to provide knowledge, concepts, abilities, and necessary understanding (Slavin, 2005: 33). As one of cooperative learning, the Jigsaw method (Suratno, 2005) provides six versions of cooperative learning methods, including Jigsaw I, Jigsaw II, Jigsaw III, Jigsaw IV, Reverse Jigsaw, and Jigsaw Subjects that can be used by teachers for classroom learning (Timayi, et al, 2015). The learning model used in this study is the Jigsaw IV and Reverse Jigsaw methods.…”

“…Journal homepage: https://jurnal.uns.ac.id/joive/index material (Timayi, et al, 2015). Meanwhile, Heeden (Samuel, 2018) concluded that the difference between Reverse Jigsaw and Jigsaw was in the Reverse Jigsaw technique which arranges students of expert groups to teach the entire class rather than returns them to their original groups to teach content.…”