EFFECTS OF JIGSAW-IV INSTRUCTIONAL STRATEGY ON STUDENTS’ ATTITUDE TOWARDS CO-ORDINATE GEOMETRY

Abstract

The study is an excerpt of ongoing research that examined the effects of jigsaw-iv instructional strategy on the attitude of students towards co-ordinate geometry. The pre-post-tests non-equivalent quasi-experimental research design was adopted, where the experimental (jigsaw) and control groups received both pre-test and post-test, but the control group was conventionally exposed to the same concept. The purposively sampled respondents were selected from public senior secondary school II in Education District V. A self-developed questionnaire on Students’ Attitude towards Co-ordinate Geometry (SATC) with a Pearson R coefficient of 0.74 was employed. Mean, standard deviation and bar-chart were used to answer the two research questions. The three null hypotheses were tested using the Analysis of Co-Variance (ANCOVA) at 0.05 level of significance. It revealed significant effects of jigsaw-iv strategy on students’ attitude towards coordinate geometry but no significant effects of gender. However, there was a significant interaction effect of treatment and gender in attitude towards coordinate geometry lessons. The study recommended that Mathematics teachers should be mandated by curriculum developers to make appropriate use of Jigsaw-iv strategy in teaching basic concepts in Mathematics, and teachers should endeavour not to be gender-biased with respect to the use of collaborative instructional strategies such as Jigsaw-iv.