A Comparative Study of Jigsaw and Guided Inquiry Strategies on Senior Secondary Two Students' Achievement in Electrolysis in Plateau State, Nigeria

Abstract

The study investigated the effects of jigsaw and guided- inquiry method on senior secondary two student’s achievement in Chemistry in Bokkos, Plateau State. Three research questions and three hypotheses guided the study. The study adopted the quasi- experimental non-equivalent pre-test, 
post-test control group design. A sample size of 187 senior secondary two (SS II) Chemistry students from three public senior secondary schools in Bokkos was involved in the study. The instrument for data collection was the Electrolysis Achievement Test (EAT). The validity of the instrument was established by three experts. The reliability of the instrument was established using Kuder-Richardson formula (KR- 21) which yielded coefficient of internal consistency of 0.70. Data was collected by administering the Electrolysis Achievement Test (EAT) instrument as pre-test and post-test. The data obtained was analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The findings of the study showed that there was a significant difference between the pre-test and post-test achievement mean score of the students taught Chemistry using jigsaw teaching strategy and lecture method. The study also found a significant difference between the pretest and post-test achievement mean score of the students taught Chemistry using guided inquiry teaching strategy and lecture method. The study recommended that teachers in senior secondary school should incorporate good and appropriate approaches such as jigsaw and guided inquiry strategies in the teaching of Chemistry because when the three methods were compared, it was discovered from the study that students achieved more using jigsaw ii teaching method, followed by guided inquiry method and lastly by lecture method.