EFFECTS OF JIGSAW LEARNING STRATEGY ON SCIENCE STUDENTS’ PERFORMANCE AND INTEREST IN BIOLOGY IN SELECTED SCHOOLS IN RIVERS STATE, NIGERIA
Abstract
The effective teaching and learning of Biology in schools have roles to play in the overall science education programme. Among science students whose future careers depend on good performance not only in Biology but in other science subjects, the quality of teaching and learning with the use of strategies that could help improve achievement and sustain their interests need to be tried out. The study determined the effects of Jigsaw learning strategy on senior secondary school students’ performance and interest in Biology in Eleme Local Government Area of Rivers State, Nigeria. The study used the quasi-experimental, pretest, posttest, control group design. 92 students from intact Science classes in public coeducational senior secondary schools participated in the study. Instruments include: Biology Performance Test (r=0.88) and Biology Students Interest Scale (r=0.85) in addition to the stimulus instruments for the Jigsaw and conventional lecture. Treatment procedures for the experimental and control group lasted six weeks. Data obtained were analyzed using Analysis of Covariance. The findings indicated significant difference in the science students’ performance and interest scores across the experimental and control groups (P<0.05).In both cases, students taught with the Jigsaw strategy achieved greater improvement in their mean scores than those taught with the conventional lecture method. The study recommended that teachers should adopt the Jigsaw learning strategy in classroom practice.
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