EFFECT OF JIGSAW COOPERATIVE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS' ACQUISITION AND RETENTION OF MATHEMATICS PROCESS SKILLS

Abstract

The study determined the effect of Jigsaw Cooperative
Instructional Strategy on students' acquisition and retention of
Mathematics process skills in Senior Secondary Schools in Delta
State, Nigeria. Two research questions were raised, hypothesized
and tested at 0.05 alpha level of significance. Quasi-experimental
non-equivalent pretest, posttest, non- randomized control group
design was used. The population of the study was 1874 students.
The sample for study consisted of fifty eight students, the
experimental group consists of 31 students and the control group
comprised 27 students. Data collected through Geometry Achievement Test (GAT) were analyzed and interpreted using:
mean, standard deviation and Analysis of Covariance (ANCOVA).
The findings of the study revealed that the strategy helped students
acquire acquisition of Mathematics process skills in Geometry
among students. Therefore, based on the finding of the study, the
following recommendations were made: Mathematics teachers
should be encouraged to teach Geometry Jigsaw Cooperative
Instructional Strategy to enhance students' active participation
during lessons for better understanding and that students should
be given the opportunity to develop various Mathematics process
skills through the use of the strategy.