Abstract:
The main purpose of this study was to investigate the effect of Jigsaw instructional strategy on students’ achievement and interest in quadratic equation. Four research questions and six null hypotheses were posed and formulated respectively to guide the study. The hypotheses were tested at 0.05 level of significance. This study adopted a quasi-experimental research design, precisely nonequivalent control group design. A total of 156 SS2 mathematics students were used as sample for this study. A 30 multiple choice achievement test and quadratic equation interest scale were used to collect data for the study. Three experts validated the instrument. The instrument was trial tested and the reliability coefficient of 0.86 and 0.87 were obtained using Kuder-Richardson formula (KR-20) and Cronbach Alpha respectively. The Research questions were analyzed using mean and standard deviation and the null hypotheses were tested using analysis of covariance (ANCOVA).The results of the study revealed among others that Jigsaw instructional strategy improved students’ achievement and interest in quadratic equation than lecture method. Male and female students’ achievements in quadratic equation appear to improve equally. However, female students’ interest score appears to be more improved in quadratic equations than their male counterpart. Also there was no significant interaction effect of method and gender on students’ mean achievement and interest in quadratic equation. The implications of the above findings were examined and it was recommended among other things that the mathematics educators, federal and state ministries of education, and secondary school education management board should organize seminars, workshop, conference, and in service training to inform and train teachers on the use of Jigsaw instructional strategy.
