Volume : 8, Issue : 7, JUL 2022

EFFECTS OF JIGSAW IV INSTUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMICAL EQUILIBRIUM

DR. IHEANYI O. IGWE, DR. EMMANUEL ETU ODO, DR. SYLVANUS IKWEN ADOR, DR SAMBA MORIBA

Abstract

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.

Keywords

CHEMICAL EQUILIBRIUM, JIGSAW IV, INSTRUCTIONAL STRATEGY, ACHIEVEMENT, GENDER.

Article : Download PDF

Cite This Article

Article No : 8

Number of Downloads : 79

References

  1. Abbas D. (2009). The effect of jigsaw instructional strategy on senior secondary chool class one students’ achievement and interest in geometric construction. African Research Review, 7(3), 156-167.
  2. Achimugu, L. (2016). Factors affecting the effective implementation of senior secondary education Chemistry curriculum in Kogi State, Nigeria. International Journal of Scientific and Research Publication, 6(5), 562-566.
  3. Ajayi, O. V. & Ogbeba, J. (2017). Effect of gender on senior secondary Chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Education Research, 5(8), 839-842.
  4. Asabe, M. B. (2014). Impact of conceptual instructional method on students’ academic achievement in practical Chemistry among secondary school students in Zaria Education Zone, Kaduna State Nigeria.Journal of Education and Human Development, 3(2), 351-360.
  5. Atomatofa, R. O. (2014). Effects of instructional techniques and gender on Basic Science students’ achievement in Nigeria.Academic Journal of Psychological Studies, 3(3), 207-217.
  6. Barirani E. (2014). Technology and student-centred learning. Retrieved From http://etec.ctlt.ubc.ca/510wiki/Technology_and_Student-Centred_Learning 20th February, 2017.
  7. Edomwonyi-otu, L. & Avaa, A. (2011). The challenge of effective teaching of Chemistry: A case study. Leonardo Electronic Journal of Practices and Technologies, 10 (18), 1-8.
  8. Evans, E. M., Schweingruber, H. & Stevenson, H. W. (2002). Gender Differences in Interest and Knowledge Acquisition: The United States, Taiwan, and Japan. Sex Roles, 47(3/4). Retrieved from www-personal.umich.edu/~evansem/Sex Roles.pdf on 20th April, 2016.
  9. Ezenwosu, S.U. & Nworgu, L. N. (2013). Efficacy of peer tutoring and gender on students’ achievement in Biology. International Journal of Scientific and Educational Research (IJSER), 4 (12), 944-950.
  10. Fatokun, K. V. F., Egya, S. O. & Uzochi, B. C. (2016). Effect of game instructional approach on Chemistry students’ achievement and retention in periodicity. European Journal of Research and Reflection in Educational Sciences, 4(7), 29-40.
  11. Fini, A. A., Zainalipour, H. & Jamri, M. (2012). An investigation into the effect of cooperative learning with focus on jigsaw technique on the academic achievement of 2nd-grade middle school students. Journal of Life Science & Biomed, 2(2), 21-24.  Retrieved from jjesb.science-line.com/attachments/articles/10/JLSB-2012-B4.pdf on 12th February, 2017.
  12. Gelisli, Y. (2009). The effect of student centred instructional approaches on student successs. Procedia Social Sciences 1, 467-473. Retrieved from www.sciencedirect.com on 20th February, 2017.
  13. Godpower-Echie, G. & Amadi, J. (2013). Attitude and gender differences on students’ achievement in Chemistry. New Era Research Journal of Human Education and Sustainable Development, 6(3), 64-68.
  14. Godpower-Echie, G. & Ihenko, S. (2017). Influence of gender on interest and academic achievement of students of Integrated Science in Obio Akpor L. G. A. of Rivers State. European Scientific Journal, 13(10), 272-279.
  15. Ibiri, T. I. (2012). Influence of cultural differences on educational choices of students in modern times. Journal of Modern Educational Advancements, 3(5), 16-21.
  16. Ifamuyiwa, A. S. (2013). Gender differences in secondary school students’ computer anxiety, knowledge and utilization in B. Akpan (ed.), Science Education: A Global Perspective. Abuja: Next Generation Education Ltd.
  17. Ikwuka, O. I. & Samuel, N.N.C. (2017). Effect of computer animation on Chemistry academic achievement of secondary school students in Anambra State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 8(2), 98-102.
  18. Levin, H. (2013). Measuring what matters in education: Broader measure of success in people for education. Retrieved from http://www.peopleforeducation.ca/broader-measures-of-success-2013.pdf on 7th July, 2017.
  19. Nworgu, B. G., Ugwuanyi, C. S. & Nworgu, L. N. (2013). School location and gender as factors in senior secondary school students’ conceptual understanding of force and motion. International Journal of Educational Research and Technology, 4(4): 71-76.
  20. Nzewi, U.M. (2013). Gender issues in STEM education: The way forward in B. Akpan (ed), Science Education: A Global Perspective. Abuja: Next Generation Education Ltd.
  21. Okeke, A. M. (2015). Effect of jigsaw instructional strategy on student’s achievement and interest in quadratic equation in Nsukka education zone.Unpublished M. Ed thesis, university of Nigeria, Nsukka Educational Zone.
  22. Okorie, E. U. & Ezeh, D. N. (2016). Influence of gender and location on students’ achievement in chemical bonding. Mediterranean Journal of Social Science, 1(3), 309-318. 
  23. Oludipe, D. I. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in science. Journal of Education and Social Research, 2(1), 93-99.
  24. Opara, F. & Waswa, P. (2013). Enhancing students’ achievement in Chemistry through piagetian model.The learning cycle. International Journal for Cross-Disciplinary Subjects in Education, 4(4), 1270-1278.
  25. Omiko, A. (2015). Laboratory teaching: Implication on students’ achievement in Chemistry in senior secondary schools in Ebonyi State of Nigeria. Journal of Education and Practice, 6(30), 206-213.
  26. Omorogbe, E. & Ewansiha, J. C. (2013). The challenge of effective science teaching in Nigeria secondary schools. Academic Journal of Interdisciplinary Studies (AJIS), 2 (7), 181-188.
  27. Richman, E. I. (2014). Career guide for the young school leavers. Mbaise Nigeria: Hero Publishers.
  28. Sahin, A. (2010). Effect of Jigsaw II technique on academic achievement and attitudes to written expression course. Educational Research and Reviews, 5(12), 777-787.
  29. Schunk, D. H. (2007). Learning theories: An educational perspective (4th ed). New Jersy: Peerson Education.
  30. Steinmayr, R. Meibner, A. Weidinger, A. F. & Wirthwein, L. (2014). Academic achievement. Retrieved from DOI: 10.1093/obo/9780199756810-0108 on 5th April, 2017.
  31. Timayi, J. M., Bolaji, C. & Kajuru, Y. K. (2015). Effects of Jigsaw IV cooperative learning strategy (J4CLS) on academic performance of secondary school students in Geometry. International Journal of Mathematics Trends and Technology. 28 (1), 12-18
  32. Tran, V. D. (2013). Theoretical perspectives underlying the application of co-operative learning in Classrooms. International Journal of Higher Education, 2(4), 101-115.  Retrieved from http://dx.doi.org/10.5430/ijhe.v2n4p1010 on 20th January, 2017.
  33. Trent, K. S. (2013). The effects of the peer instruction technique think-pair-share on students’ performance in Chemistry. Unpublished thesis, Louisiana State University and Agricultural and Mechanical College.  Retrieved on 10th January, 2017 from http://etd.lsu.edu/docs/available/etd-07022013-45716/unrestricted/Thesiseditorsfixes.pdf.
  34. Turacoglu, I., Alpat, S., & Ellez, A. M. (2013). Effects of Jigsaw in teaching chemical nomenclature. Education and Science, 38 (167), 256-272.
  35. Ugwu, T. U. (2014). Effect of guided inquiry methods on students’ achievement and interest in Basic Science. Unpublished M. ED dissertation, Department of Science Education, University of Nigeria, Nsukka.
  36. Uhumuavbi, P. O. & Mamudu, J. A. (2009). Relative effects of programme instruction and demonstration methods on students, academic performance in science. College School Journal, 43(2), 658-668.
  37. Ukozor, F. I. (2011) Effect of constructivist strategy on senior secondary students’ achievement in physics. Journal of Science Technology and Mathematics Education, 1(1), 141-160.
  38. Uzoechi, B. (2013), Effective delivery of science lessons in large classes in B. B. Akpan (ed) Science education: Global perspective. Abuja: Next Generation Education Ltd.
  39. West African Examinations Council (WAEC) (2015). Chief examiner’s reports: Chemistry (2009-2014). Retrieved from http:/waeconline.org.ng/e-learning/Chemistry/chem219me.html on 6th October, 2016.