EFFECT OF JIGSAW AND PEER-TUTORING INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN PERIODIC TABLE OF ELEMENTS IN ANKPA LOCAL GOVERNMENT AREA OF KOGI STATE

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EFFECT OF JIGSAW AND PEER-TUTORING INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN PERIODIC TABLE OF ELEMENTS IN ANKPA LOCAL GOVERNMENT AREA OF KOGI STATE

Abstract

The study examined the effect of Jigsaw and Peer–tutoring instructional strategies on students’ achievement and interest in periodic table of elements. The research design used for this study was quasi-experimental design of non-equivalent group involving pretest and posttest. The target population of the study was 2, 996 (1210 males and 1786 females) Senior Secondary Schools II chemistry students for 2021/2022 academic session in all 57 secondary schools in Ankpa LGA of Kogi State. A sample of 129 (59 males and 70 females) SS II students from two secondary schools purposively sampled in the study area. Four research questions and four hypotheses guided the study. Periodic Table of Elements Achievement Test (PTEAT) and Periodic Table of Elements Interest Scale (PTEIS) were instruments used for data collection. The instruments were validated by experts and pilot tested. A reliability coefficient of 0.92 was obtained for PTEAT using Kuder-Richardsons K-21 and 0.89 for PTEIS using Cronbach Alpha implying that the instruments were reliable for the study. Descriptive statistics of mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Findings of the study revealed that jigsaw and peer-tutoring instructional strategies have significant effect on students’ academic achievement and interest in periodic Table of elements concept of chemistry. Also, gender and interest have no influence on the academic achievement of students exposed to Jigsaw and peer tutoring instructional strategies Based on the findings, it was recommended among others that chemistry teachers should be encouraged to adopt problem-based learning strategy in teaching chemistry concepts during their instructional practices. Based on the findings of this study, it was recommended that chemistry teachers should incorporate Jigsaw and peer- tutoring instructional strategies into the teaching of Chemistry to enhance students’ achievement and interest in secondary schools in Kogi State, Nigeria. Achievement, Interest, Gender, Chemistry, Jigsaw and Peer-tutoring Instructional Strategies

TABLE CONTENTS

Title Page———i

Certification——–ii

Dedication———iii

Acknowledgement——-iv

Abstract ———vi

Table of Content——–vii

 

Chapter One

1.0 Introduction ——-1

1.1. Statement of Problem——4

1.2 Purpose of the Study——5

1.3 Significance of Study——8

1.4 Limitation——–9

1.5 Scope of Study——-11

 

Chapter Two

2.0 Review of Related Literature —-12

2.6. Summary of Literature Review—- 19

 

Chapter Three

3.0 Research Methodology and Procedure—22

3.1 Population ——–22

3.2 Sample and Sampling Technique—-22

3.3 Validation of the Instrument —-23

3.4 Reliability of the Instrument —–23

3.5 Data Analysis——-23

 

Chapter Four

4.0 Presentation and Discussion of Result—24

4.1 Analysis and interpretaion of Data—25

4.2 Discussion of Results——38

 

Chapter Five

5.0. Summary, Conclusion, and Recommendation –40

5.1 Summary——–40

5.2 Conclusion——–41

5.3 Recommendation——42

References ———45

Appendix 1——–47

Appendix ———50

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