Title: Effect Of Reversed Jigsaw Instructional Strategy On Pupils' Academic Performance In Social Studies
Authors: Abdulganiu Oluwadayo SHITTU, Taiye Olayinka OBAFEMI
Volume: 8
Issue: 9
Pages: 370-374
Publication Date: 2024/09/28
Abstract:
The study focused on the effect of the reversed jigsaw instructional strategy on pupils' academic performance in social studies. The study adopted a quasi-experimental research design. Two private schools were randomly selected to participate in the study. One validated and reliability-tested research instrument titled 'Social Studies Achievement Test' (SSAT) was used. The reliability index of SSAT was determined using Pearson Product Moment Correlation (PPMC). Two research hypotheses were formulated and tested at a standard level of significance with an Analysis of Covariance (ANCOVA). The findings indicated that there was a significant effect of the reversed jigsaw instructional strategy on pupils' academic performance in social studies. However, there was no significant interaction effect of treatment and gender on the academic achievement of pupils in social studies. Based on the findings, it was concluded that the reversed jigsaw instructional strategy can improve the achievement of pupils. Based on the conclusion, it was recommended that the reversed jigsaw strategy should be used to teach both male and female pupils in primary schools and that teachers should be trained in the use of the strategy.