Jigsaw Instructional Strategy and Academic Performance on Senior Secondary Schools Students’ Performance in Acids, Bases and Salts in Ibarapa Region, Oyo State
DOI:
https://doi.org/10.47604/ajep.3893Keywords:
Jigsaw Instructional Strategy (JIS), Lecture - Based Strategy (LBS), Academic Performance, Acids, Bases and Salts, Chemistry Senior Secondary SchoolAbstract
Purpose: The research determines the effects of Jigsaw Instructional Strategy on students’ performance in Acids, Bases and Salts as a topic in Chemistry in Senior Secondary Schools.
Methodology: This study is a non-randomized, non-equivalent 2 x 2 quasi-experimental designs, which utilized a pre-test and post-test. The population for the study is all Senior Secondary School 1 (SS 1) chemistry students in Oyo State. The instrument for the study is Acids, Bases and Salts Performance Test (ABSPT). It consists of thirty multiple choice objective questions having four options A – D and seven theory questions of school certificate chemistry standard. The data obtained was subjected to Pearson Products Moments Correlation Formula for analysis.
Findings: The result reveals a significant difference in the performance of students taught using Jigsaw Instructional Strategy (JIS) to those taught using Lecture-Based Strategy
Unique Contribution to Theory, Practice and Policy: Students taught using Jigsaw instructional Strategy performed better than their counterpart using Lecture-based strategy, therefore, teachers are encourage to incorporate the principle of the strategy in teaching and learning processes.
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Copyright (c) 2026 Ige Adeoye Oyetunde, Ph.D, Bankole Shefiu Olaniyi
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