EFFECTS OF JIGSAW II AND GUIDED DISCOVERY STRATEGIES ON RETENTION AND ACADEMIC PERFORMANCE IN GEOMETRY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS, NIGERIA
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- NGN 3000
ABSTRACT
This study examined the Effects of Jigsaw II and Guided discovery strategies on retention and academic performance among junior secondary school students ingeometry, Zaria Metropolis, Nigeria.The study was guided by four research questions and four hypotheses. The quasi experimental research design involving three groups (two experimental and one control) were used. The population of the study comprised of Government JuniorSecondary School (GJSS) two (JSS2) students of the public schools in Zaria Educational Zone of Kaduna State. The sample of students for the study comprised of 194 students from three intact classes selected from three GJSS.Two instruments:Geometry Performance Test (GPT) and Geometry Retention Test (GRT) were used for data collection. The research hypotheses were tested using the t-test, Analysis of variance (ANOVA) and Scheffe‟s post hoc test at P ≤ 0.05 level of significance by the aid of the computer software Statistical Packages for Social Sciences (SPSS version 23). The results obtained showed significant differences in performance of studentswith those exposed to the Jigsaw II Method of Instruction (J2MI) performing better followed by those taught using the Guided Discovery Method of Instruction (GDMI) while the lecture group was observed to have performed the least. The results also revealed no significant difference in performance of male and female students when exposed to the J2MI. In addition, no significant difference in performance was observed when male and female students were taught geometry usingGDMI. In terms of retention ability, the result revealed a significant difference among students with those exposed to J2MIretaining best, followed by the (GDMI) group. The lecture group was observed to have the least retention level.The study concludes that J2MI and GDMI are effective teaching methods that can be explored as alternatives to the lecture method in the teaching of geometry among JSS students. Moreover, J2MI and GDMI are both gender friendly teaching method. Based on the findings, it is recommended that Teachers should employ the use of J2MI and GDMI as alternative to lecture method in the teaching of geometry at JSS level to enhance students‟ performance and retention ability. The strategies also facilitate the learning of much material in limited time which can help the teacher and students cover large portions of the school syllabus. Both methods are also gender friendly hence; they can be used in both single and mixed schools. Workshops and seminars for mathematics and science based teacher should be organized by the Ministry of Education for Kaduna State on the use of the J2MI and GDMI
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