1Department of Chemistry, Ebonyi State College of Education, Ikwo, Nigeria
2Department of Mathematics, Ebonyi State College of Education, Ikwo, Nigeria
American Journal of Educational Research.
2020,
Vol. 8 No. 2, 80-89
DOI: 10.12691/education-8-2-3
Copyright © 2020 Science and Education PublishingCite this paper: Emmanuel Etu Odo, John Njoku Nwachukwu. Effects of Two Peer Instructional Strategies on Secondary School Students’ Achievement in Science.
American Journal of Educational Research. 2020; 8(2):80-89. doi: 10.12691/education-8-2-3.
Correspondence to: Emmanuel Etu Odo, Department of Chemistry, Ebonyi State College of Education, Ikwo, Nigeria. Email:
e.etuodo@yahoo.comAbstract
This research titled Effects of two peer instructional strategies on secondary school students’ achievement in science was aimed at determining the relative effects of the Jigsaw and Peer Tutoring instructional strategies on secondary school students’ achievement in science. Three research questions and three null hypotheses at 0.05 level of significance guided the study. Quasi-experimental design was adopted. The population of the study comprised all SS 2 science students in Abakaliki Education Zone of Ebonyi State Nigeria. The sample for the study was 202 science student. A 30-item instrument, Science Achievement Test was used for data collection. The instrument was face validated and the reliability coefficient tests gave 0.83 and 0.95 using Product Moment Correlation and KR-20 respectively. Permanent teachers of the sample classes taught chemical equilibrium and administered the pretest and posttest. Mean and standard deviation were used to answer the research questions. ANCOVA was used to test HO1 while t-test was used to test HO2 and HO3. The findings include that secondary school students taught science using Jigsaw instructional strategy had higher achievement mean score than students taught using the Peer Tutoring strategy, male students in the jigsaw group achieved higher than male students in peer tutoring group, female students taught science using the Jigsaw IV instructional strategy had significantly higher achievement mean score than female students taught using the Peer Tutoring instructional strategy and there was significant difference between the mean achievement scores of students taught science using Jigsaw instructional strategy and those taught using Peer Tutoring. The findings implied that jigsaw instructional strategy yields greater achievement. It was recommended among others that science teachers should make use of the Jigsaw instructional strategy to enhance students’ achievement in science.
Keywords