Investigating the Impact of Jigsaw Cooperative Learning on Senior Secondary School Students’ Achievement in Chemistry
DOI:
https://doi.org/10.54536/ajelps.v2i1.4927Keywords:
Academic Performance, Chemistry Achievement, Chemistry Education, Jigsaw Cooperative Learning Strategy, Secondary School StudentsAbstract
This study examined how the Jigsaw cooperative learning approach affected the chemistry proficiency of senior secondary school pupils in Kogi State, Nigeria. The study used a quasi-experimental methodology and addressed three research issues. The study involved 160 kids from four different institutions. The pupils were divided into two groups: a control group (n = 74) and an experimental group (n = 86). While the control group received instruction using the conventional lecture approach, the experimental group was taught utilizing the Jigsaw cooperative learning strategy. The Chemistry Achievement Test (CAT) was used to gather data, and the Kuder-Richardson formula 20 (K-R20) yielded a reliability value of 0.84. Students in the experimental group outperformed those in the control group, according to the results. Furthermore, there was no discernible difference between the experimental group’s male and female students’ mean achievement scores. The results of the study indicate, among other things, that the Jigsaw cooperative learning model is a successful way to raise students’ chemical proficiency. Curriculum designers ought to create teaching resources that facilitate the Jigsaw cooperative learning approach in chemistry classes.
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Copyright (c) 2026 Victor Ojoarome Omale, Abraham Ameh Isaac, Abimaje Etimane Shaibu, Grace Ojochona Oguche, Timothy Ojochegbe Ameh
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