EFFECT OF REVERSED JIGSAW COOPERATIVE LEARNING STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN NUMERACY IN KONTAGORA LOCAL GOVERNMENT AREA OF NIGER STATE

Dr. Kayode Ezecheal OBAFEMI, Dr. Hafees Tosin SULYMAN, James Chinonso ASOGWA

Abstract


The researcher investigated the effect of reversed jigsaw cooperative learning strategy on pupils’ academic performance in numeracy in Kontagora Local Government Area of Niger State. Researcher adopted quasi-experimental research design. A factorial design of 2X2 was adopted to test the hypotheses. The population comprised pupils in all primary schools Kontagora Local Government Area of Niger State. Sample size for this study was four primary 5 classes with 87 pupils. The multistage sampling technique was used for collection of data. Three hypotheses were formulated, Instruments were subjected to face and content validity by experts in numeracy, some lecturers in the Kwars State University, Malete. Test-retest method was adopted to ascertain the reliability of the instrument which was 0.87. Hypotheses were tested, with Analysis of Covariance (ANCOVA). Findings shown that there was significant effect of reversed jigsaw strategy on pupils’ academic performance in numeracy (F (2; 83) = 5; 555, P < 0.05). There was no significant effect of gender on pupils' academic performance in numeracy in Kontagora Local Government Area of Niger State (F (2; 83) = .419 P > 0.05) and there was no significant effect of treatment and gender on pupils' academic performance in numeracy in Kontagora Local Government Area of Niger State (F (2; 83) = .630 P >0.05). Finally, recommendation were madeprimary school teachers should adopt the reversed jigsaw strategy alongside with other method in teaching numeracy, curriculum developer should integrate reversed jigsaw strategy in curriculum for prospective teachers, and training for in service teachers.

 

Keywords: reversed jigsaw cooperative learning strategy, academic performance and numeracy


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