THE EFFECTS OF THE JIGSAW COOPERATIVE LEARNING APPROACH ON CONCEPTUAL CHANGE AND ACHIEVEMENT OF STUDENTS IN BIOLOGY

Simple item page
dc.contributor.authorAmedu, Isiah Odagboyi
dc.date.accessioned2023-12-13T07:27:19Z
dc.date.available2023-12-13T07:27:19Z
dc.date.issued2014-03-01
dc.descriptionThesisen_US
dc.description.abstractThis study investigated the efficacy of the jigsaw cooperative learning approach in enhancing achievement, conceptual change, and development of positive attitude toward the jigsaw cooperative learning approach. A quasi- experimental design was used for the study. There were experimental and control groups. The sample was made of 419 SS 1 students drawn from three secondary schools in Nasarawa state. Two intact classes were used in each of the schools. Three instruments were developed by the researcher for the study, namely; Micro Organism Achievement Test (MOAT) which was drawn from JAMB and WAEC standardized questions. This instrument was pilot tested and the reliability coefficient of 0.98 was determined using the split half method. The Microorganism Diagnostic Test (MODT) was developed by the researcher and was validated by a team of experts. The Jigsaw Attitude Questionnaire (JAQ) was adapted from Koprowski and Perigo (2000). Regular teachers served as research assistants. They were trained and found competent to teach using the jigsaw cooperative learning approach. The experimental groups were exposed to jigsaw cooperative learning approach, while the control groups were taught using the traditional method which. Treatment lasted for 12 weeks. Three hypotheses were postulated for the study and tested at 0.05 level of significance using the ANOVA statistic. Results showed that the experimental groups performed significantly better than their counterparts in the control groups; had a higher level of conceptual change, and developed positive attitude towards the jigsaw cooperative learning approach. The jigsaw cooperative learning approach is therefore highly recommended for use as an effective teaching method in secondary schools. It is also recommended that curriculum developers especially at the tertiary levels where teachers are trained should incorporate the jigsaw cooperative learning as an effective strategy for meaningful learning. Workshops and conferences were recommended to help science teachers acquire the skills embedded in the jigsaw cooperative learning approach.en_US
dc.identifier.citationA THESIS SUBMITTED TO THE SCHOOL OF POSTGRAUATE STUDIES, NASARAWA STATE UNIVERSITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN SCIENCE EDUCATIONen_US
dc.identifier.urihttps://keffi.nsuk.edu.ng/handle/20.500.14448/3949
dc.language.isoenen_US
dc.publisherMathematics Education Department, Nasarawa State University, Keffien_US
dc.titleTHE EFFECTS OF THE JIGSAW COOPERATIVE LEARNING APPROACH ON CONCEPTUAL CHANGE AND ACHIEVEMENT OF STUDENTS IN BIOLOGYen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Effects of the jigwan cooperative learning approach on conceptual chance and achivevement of student in biology.pdf
Size:
8.16 MB
Format:
Adobe Portable Document Format
Description:
Thesis
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Plain Text
Description:
Download

Collections

Thesis and Dissertations