Effects of Team-Teaching and Jigsaw Strategies on Performance and Retention of Students in Federal University of Education Zaria, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026589Keywords:
Team-teaching, Jigsaw strategy, Micro-teaching skills, Performance, RetentionAbstract
This study investigated the effects of Team-teaching and Jigsaw strategies on students' performance and retention of micro-teaching skills in the Teacher Education Programme at the Federal University of Education, Zaria. The study was guided by four research questions and four null hypotheses. A quasi-experimental research design was adopted for the study. The population comprised 2,138 NCE II students in the School of Arts and Social Sciences, while a sample of 195 students from three intact classes was selected purposively. Two intact classes served as the experimental groups, while one intact class served as the control group. The experimental groups were taught micro-teaching skills using the Team-teaching and Jigsaw strategies, respectively, while the control group was taught using the conventional lecture method. A researcher-developed instrument titled Teaching Skills Performance and Retention Ability Test (TSPRAT) was used for data collection. The instrument was validated by relevant experts and yielded a reliability coefficient of 0.83 after pilot testing. Mean and standard deviation were used to answer the research questions, while independent-samples t-test was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that students taught using Team-teaching and Jigsaw strategies performed significantly better than those taught using the conventional lecture method. However, there was no statistically significant difference between the performance of students taught using Team-teaching and Jigsaw strategies. Similarly, no statistically significant difference was found between the retention scores of students taught using the two strategies. The study concluded that both Team-teaching and Jigsaw strategies are useful alternatives to the conventional lecture method for improving students' performance in micro-teaching skills. It was recommended that lecturers should be encouraged and trained to apply these strategies where pedagogically appropriate, among others.
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