Effect of Jigsaw Strategy on Performance in Plane-Shapes Concept among Secondary School Students in Zuru Metropolis of Kebbi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025195Keywords:
Performance, Jigsaw Strategy, Plane-Shapes Concept, Mathematics & StudentsAbstract
This study investigates the effect of Jigsaw instructional strategy on performance in plane-shapes concept among junior secondary school students in Kebbi State, Nigeria. The study was guide by two research questions and hypotheses. The researcher adopts pretest-posttest quasi-experimental research design. A sample of one hundred and twenty-eight (128) JSS II Students, purposively selected from a population of one thousand four hundred and fifty-seven (1457) students in the study area drawn from two out of 11 mixed gender public secondary schools within Zuru Metropolis. Data were collected using Plane-shapes Performance Test (PPT) with r = 0.73. The researcher employed descriptive statistics to answer the research questions and t-test statistics at 0.05 alpha level to test the null hypotheses. The study also aims to ensure the correct implementation of Jigsaw teaching strategy in mathematics classroom through exemplification. Moreover, the study highlights the purpose, basic steps, teacher and student tasks, as well as the advantages and disadvantages of Jigsaw teaching strategy in addition to comparing and briefly explaining the six distinct yet related types of Jigsaw instruction strategies. Research findings revealed that the Jigsaw instructional strategy has a significant positive effect on students’ performance in plane-shape concepts and equally gender friendly. Therefore, the Jigsaw instructional strategy does improve not only the academic outcomes of secondary school student, but also promotes equity and inclusivity across gender, thus becoming a valuable tool for diverse classrooms.
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