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Effect of Jigsaw II Learning Strategy on Students’ Performance in Biology Practical in Colleges of Education in Northeast Nigeria

Monica Goji, PhD., Prof. Guga Ayuba

Abstract

The study investigated the effect of the Jigsaw II learning strategy on students’ performance in Biology practical in Colleges of Education in Northeast Nigeria. The research was guided by one objective, which was to determine the performance scores of students taught Biology Practical using the Jigsaw II learning strategy and those taught through the conventional method in Colleges of Education in Northeast Nigeria. To achieve this objective, a research question and a corresponding hypothesis were formulated. A quasi-experimental research design was used, and the population consisted of all NCE II students offering Biology practical in Colleges of Education in Northeast Nigeria. The sample for the study comprised 150 students organized into three groups. Data for the study were gathered using an instrument titled Biology Practical Performance and Retention Test. Mean and standard deviation were used to answer the research question, while paired and independent sample t-tests were employed to test the hypothesis at the 0.05 level of significance. The findings showed that students who were taught Biology practical using the Jigsaw II learning strategy achieved significantly higher performance than those who were taught using the conventional teaching method in Colleges of Education in Northeast Nigeria (p = 0.000). Based on this result, the study concluded that the Jigsaw II learning strategy has a significant positive influence on students’ academic performance in Biology practical in Colleges of Education in Northeast Nigeria. In light of this conclusion, the study recommended that Biology lecturers in Colleges of Education in Northeast Nigeria should adopt the Jigsaw II learning strategy during practical lessons in order to improve students’ participation, collaboration, and academic achievement. It was also recommended that teacher education institutions should organize professional development programmes and training workshops to equip lecturers with the skills required for the effective implementation of the Jigsaw II learning strategy in Biology practical instruction. Key Words: Jigsaw II Learning Strategy, Students’ Performance, Biology Practical, Northeast Nigeria P-ISSN 2695-222X

Keywords

Jigsaw II Learning StrategyStudents’ PerformanceBiology PracticalNortheast Nigeria P-ISSN 2695-222X

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