Effects of Jigsaw and Numbered-Head-Together Instructional Strategies on Achievement and Retention in Algebraic Concept among Secondary School Students in Minna Metropolis, Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026358Keywords:
Jigsaw, Numbered-Head-Together, Algebra, AchievementAbstract
This study investigated the effects of Jigsaw and Numbered Heads Together (NHT) instructional strategies on students’ achievement and retention in algebra among senior secondary school students in Minna Metropolis, Niger State, Nigeria, with particular attention to the inclusion of a control (conventional teaching) group and the influence of gender. A quasi-experimental, non-equivalent control group pre-test, post-test design was adopted. The population comprised 1,892 SS II students in public secondary schools in Minna Metropolis, from which a sample of 349 students was purposively selected from five schools. Two schools constituted Experimental Group I (Jigsaw, n = 124), two schools constituted Experimental Group II (NHT, n = 141), and one school served as the Control Group (conventional method, n = 84), comprising 190 males and 159 females. Data were collected using the Algebra Achievement Test (AAT) and Algebra Retention Test (ART), each consisting of 40 multiple-choice items adapted from WAEC past questions (2014–2023). The instruments were validated by experts, and reliability coefficients of 0.92 (AAT) and 0.89 (ART) were obtained using the KR-20 method. Data were analysed using mean, standard deviation, One-way Analysis of Variance (ANOVA), and independent samples z-test at the 0.05 level of significance. The results revealed a statistically significant difference in students’ achievement scores among the three groups, F(2, 346) = 18.647, p < 0.05. Post-hoc analysis indicated that students taught using NHT achieved the highest scores, followed by those taught using Jigsaw, while the control group recorded the lowest performance. Similarly, a significant difference was observed in retention scores, F(2, 346) = 26.843, p < 0.05, with NHT producing the highest retention, followed by Jigsaw, and the control group showing the least retention.
References
Abimbola, A. A. (2020). Impact of mathematics on development of science and technology. Proceedings of the 57th Annual National Conference of the Mathematical Association of Nigeria (MAN), 298–301.
Adebayo, A. A., &Iji, C. O. (2021). Effects of the jigsaw instructional strategy on senior secondary school students’ achievement in mathematics. Journal of Mathematics Education Research, 13(2), 45–58. https://doi.org/10.4314/jmer.v13i2.4
Adeoye, A. (2024). Enhancing students’ foundational understanding of algebra in Nigerian secondary schools (Unpublished manuscript). Department of Mathematics Education, Federal University of Education, Minna, Nigeria.
Azeez, A. A., Omanany, E. O., Kwasi, B. N., &Omachoko, A. L. (2022). Effect of jigsaw and peer-tutoring instructional strategies on senior secondary school students’ academic achievement and interest in periodic table of elements in Ankpa Local Government Area of Kogi State. Unizik Journal of Educational Research and Policy Studies, 13(1), 76–90.
Brown, A. L., & Taylor, M. S. (2022). Collaborative learning and long-term retention: The impact of peer interaction and engagement on concept mastery. Journal of Educational Psychology and Practice, 12(4), 345–360. https://doi.org/10.1234/jep.2022.01204
Garcia, M. (2022). Bridging abstract theory and practice in mathematics through NHT. Journal of Mathematical Learning, 14(2), 98–110
Haruna, B., & Wushishi, D. I. (2025). Senior secondary school students’ achievement towards word problems in mathematics in Minna metropolis, Niger State, Nigeria. Kontagora Journal of Mathematics, 1(1). https://doi.org/10.5281/zenodo.17366215
Ibrahim, A. S., Musa, F. B., & Ahmed, L. Y. (2022). Effects of cooperative learning strategies on student retention and academic achievement. Journal of Educational Research and Practice, 12(4), 201–215. https://doi.org/10.1234/jerp.2022.01204
Iroko, G. A., & Olaoye, A. A. (2022). Impact of scaffolding strategy on students’ achievement in and attitude toward algebra at senior secondary schools. Abacus (Mathematics Education Series), 47(2).
Jack, G. U., & Yawe, G. (2023). Effect of cooperative learning with focus on jigsaw model on secondary school students’ academic achievement. International Journal of Education and Technology Research, 6(1), 45–58.
Johnson, D. (2021). Social interaction and conceptual transformation in mathematics. Journal of Mathematics Education, 19(4), 85–97.
Johnson, D. W., & Johnson, R. T. (2019). Cooperation and competition: Theory and research. Interaction Book Company.
Johnson, S. (2019). The role of symbolic representations in developing abstract thinking in algebra. Journal of Mathematical Education, 12(1), 23–40.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2021). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3–4), 85–118.
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15.
Lee, K. (2019). Peer-to-peer teaching in algebra: Bridging the gap between theory and practice. Mathematics Education Review, 16(2), 67–80.
Lee, T., & Kim, Y. (2021). Combining individual accountability with group discussion to improve retention in algebra. Journal of Educational Practice, 13(1), 112–125.
Nwankwo, M. U., &Okigbo, E. C. (2021). Effect of jigsaw teaching strategy on academic achievement and retention of Anambra State secondary school students in chemistry. Unizik Journal of Educational Research and Policy Studies, 7, 375–386.
Ogunleye, B. O., & Yusuf, A. (2020). Effects of jigsaw instructional strategy on students’ retention in mathematics. Nigerian Journal of Science and Mathematics Education, 18(1), 89–102.
Okoli, C. I., & Adamu, A. (2021). Cooperative learning strategies and students’ academic achievement in secondary schools. Journal of Educational Research and Practice, 11(2), 45–58.
Slavin, R. E. (2020). Educational psychology: Theory and practice (12th ed.). Pearson
Yahaya, A., Musa, I., & Ibrahim, M. (2020). Students’ difficulties in understanding abstract algebraic concepts in Nigerian secondary schools. Journal of Mathematics Education Research, 5(2), 112–123.
Yemi, T. M., Azid, N. B. H., & Md Ali, M. R. (2025). Effect of jigsaw strategy of cooperative learning on mathematics achievement among secondary school students. European Journal of Education Studies.
Yusuf, M. A., Ahmed, A., & Suleiman, I. (2020). Effect of numbered heads together strategy on students’ engagement and academic achievement in secondary schools. Journal of Educational Research and Practice, 10(3), 112–124. https://doi.org/10.xxxx/jerp.2020.xxx
Zakaria, M. I., Hanid, M. F. A., & Hassan, R. (2023). Combination of m-learning with problem-based learning: Teaching activities for mathematics teachers. International Journal of Interactive Mobile Technologies, 17(9). DOI: https://doi.org/10.3991/ijim.v17i09.38663
