EFFECTS OF JIGSAW IV AND REVERSED JIGSAW INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE IN ORGANIC CHEMISTRY IN ZARIA, KADUNA STATE, NIGERIA.

Abstract

This study examined the effect of JigsawIV and Reversed Jigsaw Instructional Strategies on senior secondary school science students' academic performance. Quasi experimental research design was employed for the study. The sample for study comprised one hundred and eighteen (118) SS II Science students from three intact classes randomly selected from three public coeducation schools in Zaria Education zone, Kaduna State, Nigeria. Organic Chemistry Performance Test (OCPT) instrument, with the reliability coefficient of 081 was use to collate data. Analysis of Covariance (ANCOVA) and t-test were used to test the null
hypotheses at 0.05 alpha level of significance. Findings from the study have revealed a significant difference between the academic performance of Chemistry students in JigsawIV, Reversed Jigsaw instructional strategies and conventional Teaching method in favour of the two innovative strategies. This result indicates that the instructional strategies are more effective in enhancing Chemistry students' academic performance than the conventional teaching method. However, students' gender had no influence on their academic performance after exposure to Reversed Jigsaw Cooperative Learning Strategy. Based on the findings of this study, it was recommended that; Science teachers should incorporate JigsawIV and Reversed Jigsaw instructional strategies into the teaching of Chemistry in Senior Secondary Schools in Zaria, Kaduna State.