Effects of Heuristic and Jigsaw Strategies on Performance and Retention in Islamic Studies Concept among Secondary School Students in Kaduna State, Nigeria

Abstract

This study is titled "Effect of Heuristic and Jigsaw Strategy on Academic Performance and Retention of Students in Islamic Studies in Senior Secondary Schools in Kaduna State, Nigeria." The study used six (6) specific objectives that include, determining the post-test performance scores of students taught the Islamic economic system using the Heuristic strategy and those taught using the conventional method; comparing the post-test performance score of students taught the Islamic Economic System using the Jigsaw strategy, among others. All research questions and hypotheses were in harmony with the objectives. The study was delimited to SS II Islamic Studies students. Only the Islamic Economic System was covered with Heuristic, Jigsaw, performance, and retention ability as variables. The study adopted a Quasi-experimental design with a population of 29 senior secondary schools and 2, 138 students. A 195 sample size was drawn from the population and used from 3 intact classes using the purposive sampling. Islamic Studies Performance and Retention Ability Test (ISPRAT) was used as an instrument for data collection. The instrument was pilot tested and the result obtained for reliability coefficient was 0.83 index level. Data were collected by self and analyzed using Mean and standard deviation, and t-test. Hypotheses1&2 were rejected,3-6retained at 0.05 significant level. Findings made revealed that jigsaw and heuristic strategies boost students’ performance more than conventional strategy. Jigsaw and heuristic strategies were found to retain knowledge better than the conventional strategy. It was recommended that schools and teachers should embrace the use of these collaborative strategies