EFFECT OF JIGSAW INSTRUCTIONAL STRATEGY AS A TEACHING AND LEARNING INNOVATION IN INTEREST DEVELOPMENT ON SECCONDARY SCHOOL STUDENTS IN PHYSICS.
Abstract
The need for improvement of students’ interest in physics continues to necessitate search into teaching methods and strategies they could allay the problem. Hence there is the need to improve the teaching and learning of physics in our secondary schools. With the several opinions and the suggestions to alternative to learning towards tapping into the multiple resources in physics for sustainable national and economic development, this study tries to investigate the effect of jigsaw instructional strategy as a teaching and learning innovation in interest development on secondary school students in physics. Two research questions and two null hypotheses guided the study. A quasi-experimental, non-randomized control group, pretest, and posttest design were used for the study. The sample size for the study consisted of 217 physics students drawn from the population of 1,442 senior secondary school 1 (SSS 1) physics students in government owned co-educational schools in Onitsha Education Zone in Anambra State, Nigeria. Random sample without replacement was used to draw two intact classes each for experimental and control groups drawn from the sampled schools. Physics Interest Scale (PIS) was adopted for data collection. The instrument was estimated on reliability co-efficient using Cronbach Alpha for PIS which yielded reliability index of .78. The data collected were analyzed using mean and standard deviation to answer the research questions; while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). According to the study's findings, the jigsaw instructional strategy significantly affects students' interest in learning about physics.
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