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

Abstract

This study investigated the effects of Jigsaw IV Cooperative Learning Strategy (J4CLS) on Students’ Academic Performance in Organic Chemistry in Zaria Education Zone. A pretest and posttest Quasi-experimental research design was used for the study which featured two groups (Experimental and Control groups). The experimental group was exposed to Jigsaw IV Cooperative Learning Strategy while the control group was taught using Conventional Method of Teaching (CMT). A Sample sizes of 234 students selected from two Senior Secondary Schools in Zaria Education zone was used as the study sample, drawn from a population of 11 schools with a total of 1154 students. The two schools selected, were pretested, to find their academic equivalence before the treatment.  The instrument developed was Organic Chemistry Performance Test (OCPT) with a reliability coefficient of 0.88 was used for data collection. The data collected  was analyzed using Mean scores, Standard deviation, Analysis of Covariate (ANCOVA) and t-test statistics  at P≤ 0.05 level of significance. The findings indicated that, there is significant difference between the mean performance scores of science students taught Organic Chemistry concepts with Jigsaw IV Cooperative Learning Strategy and their counterparts taught with CMT in Zaria Education zone. However, students’ gender had no influence on their academic performance. Based on the findings, it was recommended among others that Chemistry teachers should incorporate into main streams of pedagogy in the teaching of chemistry at Senior Secondary Schools the use of Jigsaw IV Cooperative Learning Strategy to improve students’ cognitive and affective outcomes among others.

Keywords: Jigsaw IV Cooperative Learning Strategy, Academic Performance, Organic Chemistry

DOI: 10.7176/CMR/11-9-03

Publication date: November 30^th 2019