EFFECTS OF JIGSAW II AND STUDENTS’ TEAM-ACHIEVEMENT DIVISION ON PERFORMANCE IN SECONDARY SCHOOLS ECONOMICS IN OKENE
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Date
2021-03
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UNIVERSITY OF ILORIN
Abstract
The knowledge of Economics plays a vital role in fostering societal development. In spite of its importance, only few students who took Senior Secondary Certificate Examinations consistently have grade C and above each year. This performance has been traced majorly to the use of teacher centered strategies. This study aimed at determining the effects of Jigsaw II and Students’ Team-Achievement Division (STAD) on secondary schools students’ academic performance in Economics in Okene. The objectives were to: (i) investigate academic performance of students in Economics; (ii) examine the effect of Jigsaw II instructional strategy; (iii) examine the effect of STAD instructional strategy; (iv) determine the effects of Jigsaw II and STAD instructional strategies; and (v) determine the interactive effect of gender and instructional strategies on students’ academic performance in Economics in Okene, Nigeria.
The design adopted for the study was a pre-test post-test, control group quasi-experimental design. The population of the study was all public senior secondary school in Okene while the target population was students offering Economics. Using the simple random technique, three schools in Okene were drawn after which SS II students were purposely sampled for the experiment. The instrument for the study was an Economics Performance Test which was face and content validated through expert judgment. Its reliability was determined using parallel forms reliability statistics with a reliability coefficient of 0.82. Research questions were analysed using descriptive statistics of mean (x̅) and skewness while the hypotheses were tested using ANCOVA at 0.05 level of significance.
The findings of the study were that: (i) academic performance of students in Economics was above average with x̅ = 50.68 (Jigsaw II) and 77.14 (STAD) while skewness = -0.85 (Jigsaw II) and -0.03 (STAD);
(ii) Jigsaw II had a significant effect on Secondary School students’ academic performance in Economics F (1, 77.75) = 0.00, p < .05. Students in Jigsaw II treatments performed better than their counterparts in the control group;
(iii)STAD had a significant effect on Secondary School students’ academic performance in Economics F (1, 286.47) = 0.00, P<.05. Students in STAD treatments performed better than their counterparts in the control group;
(iv) Jigsaw II and STAD had significant effect on Secondary School students’ academic performance in Economics F (2, 172.52) = 0.00, P<.05; favouring students in STAD group and as such, the most effective of the experimental treatments; and
(v) there was no significant interaction effect of gender and treatments on Secondary School students’ academic performance in Economics.
The study concluded that Jigsaw II and STAD is effective for improving students’ academic performance in Economics. This implies that learner-centered strategy can complement other strategies to enhance teaching-learning effectiveness in Economics. The study therefore recommended that teachers should use STAD and Jigsaw II in teaching Economics, authors should make for more learner centered activities in Economics textbooks while school administrators should map-out incentives as well as recognition for teachers who go beyond
the traditional method of teaching in implementing the secondary school Economics curriculum among others.
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Keywords
JIGSAW II, STUDENTS’ TEAM-ACHIEVEMENT DIVISION, PERFORMANCE, SECONDARY SCHOOLS, ECONOMICS, OKENE