EFFECTIVENESS OF TEACHING: JIGSAW IV STRATEGY IN BIOLOGY ACHIEVEMENT AND RETENTION OF SENIOR SECONDARY TWO STUDENTS

Abstract

The study investigated the effectiveness of teaching: The jigsaw iv strategy (JIVS) in Biology achievement and retention in senior secondary two students. The quasi-experimental research design of the non-equivalent control group pre-test, post-test type was used. One hundred
and eighty-three senior secondary two (SSII) students were sampled from
two co-educational secondary schools. A total of 50-item multiple-choice instrument called Biology Achievement Test (BSAT) was used to test students on the concepts of excretion with the reliability estimated at 0.85. Two research questions were raised and answered using mean, while two hypotheses were stated and tested at α = 0.05 using Analysis of Covariance (ANCOVA). Findings revealed that students taught excretion using JIVS achieved and retained more than students taught under the lecture method (LM). The study made recommendations which included encouraging Biology teachers to employ JIVS in teaching heat energy, measurements and excretion.