Abstract

IMPACT OF JIGSAW LEARNING STRATEGY ON PERFORMANCE IN ALGEBRA AMONG SENIOR SECONDARY SCHOOLS STUDENTS IN ZARIA METROPOLIS, KADUNA STATE, NIGERIA

Akowonjo Ismaila Omobola and Dr. S. M. Tudunkaya

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Abstract The study investigated the Impact of Jigsaw Learning Strategy on Performance in Algebra among Senior Secondary Schools Students in Zaria metropolis, Kaduna state, Nigeria. The study adopted a pretest, posttest quasi experimental design. The population consisted of 1757 senior secondary school students made up of 950 males and 807 females. Simple random sampling technique (ballot method) was used to select four schools as study sample with a total of 234 students. 115 made the experimental group while the control group was made up of 119 students. The research was guided by two research questions and two hypotheses. Algebra Achievement Test (AAT)was used for data collection. The research questions were answered by descriptive statistics; mean and standard deviation while the hypotheses were analyzed using t test statistic at p < 0.05 level of significance. The findings revealed a significant difference between the performance of the experimental group and control group in favour of the experimental group. It also revealed that Jigsaw Learning Strategy is gender friendly. Based on the findings, it was recommended that Jigsaw Learning Strategy should be used in teaching algebra in senior secondary schools. It was also recommended that professional bodies like Mathematics Association of Nigeria (MAN), Science Teachers Association of Nigeria (STAN) and research centers like Nigerian Educational and Research Development Council (NERDC) should incorporate Jigsaw Learning Strategy in the science curriculum at every level of learning mathematics to encourage the use of Jigsaw Learning Strategy in schools.

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