Effect of Jigsaw IV Instructional Strategy on Retention in Calculus among National Diploma Polytechnics Students in Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026572Keywords:
Calculus, Jigsaw IV, Cooperative Learning, National Diploma Students and RetentionAbstract
This study investigated the effect of Jigsaw IV cooperative learning on retention in calculus among national diploma students in polytechnics in Kaduna State, Nigeria. A pretest–posttest quasi-experimental design involving experimental and control groups was adopted. The population comprised 2,804 National Diploma 1 students offering Calculus in the two public polytechnics in Kaduna State. A sample of 107 students was selected through random sampling. The experimental group ware taught Calculus using Jigsaw IV Cooperative Learning Strategy, while the control group received instruction through the conventional lecture method for eight weeks. Data were collected using the Calculus Achievement Test (CAT). The reliability coefficient was obtained, using Cronbach’s Alpha with the value 0.72. One research question and one null hypothesis were developed to guided the study. Descriptive and Inferential Statistics were used to describe and analyze the data at 0.05 level of significance. The findings revealed that students taught Calculus using the Jigsaw IV Cooperative Learning Strategy achieved better retention ability (Mean = 42.70) compared to the control group (Mean = 33.30). The hypotheses tested showed statistically significant differences in favour of the experimental group. The study concluded that Jigsaw IV Cooperative Learning Strategy is more effective than the conventional lecture method in enhancing students' performance and retention in Calculus. It was recommended, among others, that Mathematics lecturers in polytechnics should adopt the Jigsaw IV Cooperative Learning Strategy to improve students' understanding and retention of calculus concepts.
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