Volume : 8, Issue : 7, JUL 2022




The main purpose of this research was to determine the effect of Jigsaw IV Instructional Strategy on students’ achievement in chemical equilibrium. Quasi-experimental research design, involving the pretest-posttest non-equivalent control group design was adopted. The sample for the study was 186 Senior Secondary 2 (SS 2) Chemistry students. 30-item multiple choice Chemistry Achievement Test (CAT) was used for data collection. The reliability coefficients of CAT were 0.83 and 0.95 using Product Moment Correlation and KR-20 respectively. Two research questions guided the study and two null hypotheses at 0.05 level of significance were tested in the study. The research questions were answered using the mean and standard deviation while the hypotheses were tested with Analysis Covariance (ANCOVA). It was found that Jigsaw IV Instructional Strategy yielded higher achievement mean scores than the lecture method; male students had higher achievement mean scores than female students. There was a significant difference in the achievement mean scores of those taught using jigsaw IV and those taught with the lecture method. There was no significant effect of gender on students’ achievement mean score. The implications of the findings were considered and it was recommended that Chemistry teachers should use Jigsaw IV Instructional Strategy to improve achievement in Chemistry. Again, governments, ministries of education and professional bodies should organize workshops and seminars for teachers to improve on the use of Jigsaw IV Instructional Strategy by Chemistry teachers.



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