Effects of Jigsaw IV Instructional Strategy on Senior Secondary School Students’ Interest and Achievement in Physics

The study investigated the effects of Jigsaw IV instructional strategy on senior secondary school students’ interest and achievement in physics. Four research questions and four hypotheses guided the study. The study adopted a quasi-experimental non-equivalent pretest posttest group design. A sample size of 186 Senior Secondary two (SS 2) students from six schools in Abakaliki Education Zone were used as research subjects in the study. Two research instruments; Physics Interest Scale (PIS) and Physics Achievement Test (PAT) developed by the researcher were used for data collection. The Physics Interest Scale (PIS) is made of 27 items while the Physics Achievement Test (PAT) is made of 30 items (multiple choice objective tests). The instruments were face and content validated by three subject specialists; one from measurement and evaluation and two from physics education. The reliability coefficient of PIS using the Cronbach Alpha was 0.6 while the reliability coefficient of PAT using Kuder-Richardson-20 was 0.9.The research questions were answered using mean and standard deviations while Analysis of covariance, ANCOVA was used for the hypotheses testing at 0.05 levels of significance. The results indicated that Jigsaw IV instructional strategy improved students’ interest and achievement in physics than the lecture method. There was no significant difference in mean achievement as a result of gender. The researcher therefore concluded that Jigsaw IV instructional strategy is effective in improving interest and achievement in physics. Based on the findings, it was recommended among other things that physics teachers should be trained on how to use Jigsaw instructional strategy in teaching to make learners active for effectiveness and quality learning to be achieved in science education particularly in physics. The study recorded educational implications of Jigsaw IV instructional strategy to include enhancing students’ interest and achievement in physics, close the gap between male and female students’ interest and increase inclusiveness, do not record any discrimination in achievement based on gender, and enhances teachers teaching profession when used.

physics, interest, achievement, gender, and instructional strategy.

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