Effects of Jigsaw Cooperative Learning Strategy on Senior Secondary Two Chemistry Students’ Understanding of Chemical Kinetics in Jos South LGA of Plateau State, Nigeria

Abstract

This study determined the effects of jigsaw cooperative learning strategy (JCLS) on chemistry students’ understanding of chemical kinetics in public and private secondary schools in Jos South LGA of Plateau state, Nigeria. The sample consisted of 78 students drawn from two co-educational schools. Random sampling technique was used to assign the students from each school into experimental and control groups. A rate of reaction understanding test, (RoRUT) with r = 0.79, was used as instrument for data collection. It contained five essay-type questions drawn from the senior secondary two chemistry curriculum on the topic, rates of chemical reactions. The data was analyzed using SPSS Statistics version 22. The findings revealed a significant difference between the posttest mean scores of students taught using JCLS and those taught using the lecture method with those taught with JCLS demonstrating better understanding of the concept. There was however, no statistically significant difference between the posttest mean achievement scores of male and female students taught the rates of chemical reactions using JCLS. The study also found out that the students from private schools demonstrated better understanding of the concept than students from public schools taught using JCLS. The study recommended that JCLS be used in the teaching of chemistry in secondary schools since the strategy influences both male and female students similarly. Necessary attention should be given to JCLS during teacher – training programs so as to equip chemistry teachers with the skills.