Effect of Digitized Jigsaw II Instructional Strategy on Misconceptions in Cell Biology Concept among University Undergraduate Students in Ondo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026550Abstract
The study investigated the effect of digitized jigsaw II instructional strategy on remediating misconceptions in Cell Biology among undergraduates in Ondo State, Nigeria. Two purposes and two hypotheses guided the study. Quasi-experiment of pre-test, post-test, non-equivalent control group design was adopted for the study. Purposive sampling technique was used to select 64 undergraduates across two universities participated in this study. Two research instruments were used for the collection of data and they include; Cell Biology Conception Test (CBCT) and Digitized Jigsaw II Instructional package (DJIP). The CBCT and DJIP were given to three experts in the Department of Biological Sciences and Department of Science Education, Al-Hikmah University, Ilorin for face and content validity. The data collected in the pre-test and post-test of both groups was analyzed using t-test statistics at 0.05 level of significance. This study found a significant difference in the number of misconceptions remediated between students taught using the digitized jigsaw II strategy and those taught using conventional teaching methods. Also, there was no significant difference in the number of misconceptions remediated between male and female students when taught cell biology using the digitized jigsaw II strategy. It is recommended that Biology Lecturers should adopt the digitized Jigsaw II strategy for teaching cell biology without gender-based differentiation in other to improve undergraduates' understanding and remediate their misconceptions in biology.
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