EFFECTS OF JIGSAW AND GROUP INVESTIGATION METHODS ON STUDENTS’ ACHIEVEMENT AND RETENTION IN BASIC ELECTRICITY IN NIGER STATE

Abstract

Abstract This study was designed to determine the effects of jigsaw and group investigation method on students’ achievement and retention in Basic Electricity (BE) in Niger State. Two research questions and two null hypotheses tested at 0.05 level of significance, guided the study. The study adopted a pre-test, post-test, non-equivalent control group, quasi-experimental research design. The population of the study was 390 NTC II students of BE in Department of EIMW Technical Colleges in Niger State. The sample of 150 students was used for the study, with 77 students in the jigsaw teaching method while 73 students in group investigation teaching method. Multi-stage sampling technique was used in the selection of two Technical Colleges in the State. The instruments used for data collection was Basic Electricity Achievement and Retention Test (BEART) which consists of 40 multiple-choice test items with four options. The BEART was pilot-tested to determine its reliability coefficient. Guttman Split-Half Coefficient of the instrument was found to be 0.77. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study found out among others that jigsaw teaching method was more effective in improving students’ achievement and retention in BE than group investigation teaching method. Based on the findings of this study, it was recommended among others that EIMW teachers should adopt the jigsaw teaching method to teach students at technical colleges to enhance student’s academic achievements and retention in Basic Electricity.