EFFECT OF JIGSAW INSTRUCTIONAL STRATEGY EMBEDDED WITH PRIOR KNOWLEDGE OF BEHAVIOURAL OBJECTIVES ON BIOLOGY STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION
Abstract
This study investigated the effect of Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives on biology students’ academic performance and retention in Taraba State. The study adopted the pre-test – post-test quasi experimental design. The population for the study was 3,870 senior secondary II students. The sample of the study comprised 148 senior secondary II Biology students chosen using stratified random sampling technique. Biology Performance Test (BPT) and Biology Retention Test (BRT) were instruments used for data collection. The experimental group was taught using Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives while the control group was taught using conventional method. Data collected were analysed using Mean and Standard Deviation to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Result indicated that there is a significant difference between the mean performance scores of students taught Biology using Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives and those taught using conventional method. Also there is a significant difference between the mean retention scores of students taught Biology using Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives and those taught using the conventional method. It was concluded that Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives improve students’ academic performance and retention in biology more than the conventional method. The researcher recommended that teachers should apply the use of Jigsaw instructional strategy embedded with prior knowledge of behavioural objectives to enhance academic performance and retention in Biology Students.
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