Effects of Scaffolding and Jigsaw Instructional Strategies on Students' Achievement in Mole Concept by Gender in Nasarawa State, Nigeria

Abstract

This study investigated the effects of Scaffolding and Jigsaw I instructional strategies on students' achievement in the Mole Concept in Nasarawa State, Nigeria. A quasi-experimental design was used, with a sample of 150 Senior School II Chemistry students selected through multi-stage random sampling. The students were assigned to three experimental groups (scaffolding, Jigsaw, and a control group taught with conventional methods). The Mole Concept Achievement Test (reliability = 0.85) was used to assess students' achievement. The study spanned four weeks, and data were analyzed using means, standard deviations, ANCOVA, and effect size (Cohen's D). Results indicated that students taught using scaffolding and Jigsaw strategies achieved significantly better than those taught with the conventional method. However, gender did not significantly affect achievement of students’ achievement in the Mole Concept, as no notable difference was observed between male and female students. The effect sizes for the Scaffolding Instructional Strategy (SIS) and Jigsaw I Instructional Strategy (JIS) were 0.65 and 0.64, respectively. The study suggests that both strategies are effective for enhancing students' achievement in chemistry, and teachers are encouraged to incorporate these active learning methods into their teaching practices.