Jigsaw Cooperative Learning, Simulation Games, Lecture Method and Students’ Retention of Physics Knowledge in Delta State

Abstract

The primary objective of this study was to investigate the effect of three different instructional methods, specifically jigsaw cooperative learning, simulation games and lecture method, on the long-term retention of physics knowledge among students in Delta State. This study was conducted based on two hypotheses. The research utilised a quasi-experimental design. The research included a population size of 18,879 SSII Physics students who were currently enrolled in public senior secondary schools situated in Delta State. The research included a sample size of 321 students. The participants in the study were chosen by a simple random selection technique. The data collection tool utilised was a Physics Achievement Test (PAT) that was designed by the researcher. The PAT completed a comprehensive validation process, which encompassed many rigorous processes such as face, content and construct validation. Furthermore, the reliability of the PAT was found to be high, as evidenced by a coefficient of 0.79. The collected data underwent analysis utilising ANOVA and ANCOVA statistics. The study's results showed that there was a statistically significant difference in the average retention scores of physics among students who received instruction through the jigsaw cooperative learning, simulation games and lecture method. The results of the study indicate that students who received instruction through the implementation of the jigsaw cooperative learning and simulation games had superior retention scores in comparison to their peers who received instruction through lecture method. Moreover, the conducted research did not yield a statistically significant interaction between the teaching method and the sex of the

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