COMPARATIVE EFFECTS OF JIGSAW AND CONCEPT-MAPPING PEDAGOGIES ON STUDENTS ACHIEVEMENT IN BIOLOGY IN TARABA STATE, NIGERIA

Abstract

This study investigated the comparative effects of jigsaw and concept-mapping pedagogies on students’ achievement in Biology in Jalingo Education Zone, Taraba State, Nigeria. Three research questions and three hypotheses guided the study. The study adopted a quasi-experimental design of pre-test, post-test, non-equivalent group. The study involved two experimental groups (EGs); EG1 was exposed to Jigsaw pedagogy and EG2 was to Concept-mapping pedagogy. The population for the study was 5,361 from the 44 co-educational public schools in the zone students.  The sample size of 135 Biology students comprising of 70 boys and 65 girls was obtained through purposive sampling. Instrument used for data collection was Biology Achievement Test (BAT). BAT was face and content validated by two experts from Science Education Department and one expert from Measurement and Evaluation unit all from the Faculty of Education Taraba State University, Jalingo. The reliability index of BAT was found to be 0.87 using Kuder Richardson 20 formula after a pilot test was conducted.  Mean and standard deviation were used to answer all research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that concept-mapping group significantly achieved more than the jigsaw group (p<0.05). Also, no significant gender difference in achievement of students taught biological concepts using jigsaw pedagogy (p>0.05). Similarly, both male and female had the same level of achievement when taught biological concept using concept-mapping (p>0.05). It was concluded that concept-mapping enhances students’ achievement in biology better than jigsaw, especially, in the teaching of nervous system. Therefore, the study recommended that; concept-mapping pedagogy should be used in teaching Biology, especially nervous system at the secondary school level.