EFFECT OF JIGSAW TEACHING METHOD ON QUADRATIC EQUATIONS ACADEMIC ACHIEVEMENT AND RETENTION IN SECONDARY SCHOOLS IN ORUK ANAM LOCAL GOVERNMENT AREA

Abstract

The study examined the effect of jig-saw methods on Mathematics students’ Academic Achievement and Retention in Quadratic Equation in Oruk Anam Local Government Area Akwa-Ibom state. Two purposes of the study and two corresponding research questions as well as two null hypotheses were formulated to direct the study. Quasi experimental research design was employed in carrying out the study. pretest-posttest control group design was employed. Two (2) intact classes were drawn from a population of two thousand three hundred and eleven (2,311) students across three senior secondary schools, yielding a sample size of one hundred and fifty (150) SS II Mathematics students. Mathematics Achievement and Retention Test (MART) was the major instrument for data collection, face and content validity was carried out. The data generated from the study instrument was analyzed using means and standard deviation and Analysis of co-variance (ANCOVA).  The hypothesis was tested at .05 alpha level of significant. The result shows that there is a significant difference between the mean academic achievement score of students taught quadratic equation using jig-saw and those taught using lecture  method of teaching. The result also shows that there is no significant difference between the mean academic achievement score of male and female students taught quadratic equation using jigsaw  method.  It was recommended Mathematics and other science teachers should change from lecture method to jig-saw and problem-based to teach science in secondary school.