The aim of this study was to determine the Use of Jigsaw 1 Cooperative Learning Strategy to enhance academic performance of students of varying Cognitive Styles. The research design used for this study was quasi-experimental design of non-equivalent group involving pretest and posttest. The population of this study was 1,677 (1,000 males and 677 females) Upper Basic II students for 2018/2019 academic session. Sample size of 63 (38 males and 25 females) students were randomly selected using a simple random sampling technique. Cognitive Style Test (CST) and Basic Science Academic Performance Test (BSAPT) were the instruments used for data collection. The instrument was adapted and validated by 5 experts. The Pearson-Product Moment Correlation Coefficient was used to determine the reliability coefficient of BSAPT. The reliability coefficients found was 0.81. Four research questions were raised and four null hypotheses were tested. Descriptive statistics of mean and standard deviation were used for answering the research questions. Inferential statistics of t-test independent was the statistical tool used for testing the hypotheses at p ≤ 0.05 level of significance. The findings among others revealed that: there was a significant difference between the mean academic performance scores of the experimental group and the control group in favour of the experimental group. Also Jigsaw 1 Cooperative Learning Strategy was gender friendly. It was therefore, recommended among others that Jigsaw 1 Cooperative Learning Strategy should be used to teach all students irrespective of cognitive and gender.
Citation: Tofi Msuur; Usman Alhaji Isah and Lakpini Mary Asibi (2022) Use of Jigsaw 1 Cooperative Learning Strategy to Enhance Academic Performance of Students of Varying Cognitive Styles, International Journal of Education, Learning and Development, Vol. 10, No.7, pp.39-51
Keywords: Basic Science, Performance, convergent, divergent and gender, jigsaw 1 cooperative learning strategy
