1.1 Introduction
Jigsaw is a learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, they return to the “home” group and teach the material to their group members. It could be an effective way of engaging students both with course materials and each other. The jigsaw requires that each student understands the material well enough to teach it to others (individual accountability), and each student is required to contribute meaningfully to the group problem-solving component (Aronson, 2006).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of the Study
Basic science prepares students at the Junior Secondary School level for the study of core science subjects at the Senior Secondary School level (Olarewaju, 1994). This implies that for a student to be able to study single science subjects at the Senior Secondary School level successfully, such student had to be well grounded in basic science at the Junior Secondary School level. In view of this, basic science is given great emphasis in the Junior Secondary School curriculum.
Science education plays a vital role in the individuals and the development of a nation scientifically and technologically (Alebiosu and Ifamuyiwa, 2008). It is widely and generally acknowledged that the gateway to the survival of a nation scientifically and technologically is scientific literacy which can only be achieved through science education. Towards revolutionizing Nigerian educational system, the 1969 conference gave birth to the National policy on Education which brought about significant changes to the Nigerian educational system (Alebiosu and Ifamuyiwa, 2008). For instance, in Nigeria, the National policy on Education (2004) provided educational expenditure in science and technology.
The Nigerian government’s efforts towards making sure that Nigerian children show interest in science and science-oriented programmes cannot be said to have yielded much fruit. This is because many of the students at the Junior Secondary School level (J.S.S) are not showing interest in studying core science subjects (physics, chemistry, and biology) at the Senior Secondary School level. This has affected them in choosing science-oriented programmes at the Nation’s tertiary institutions level. The problem stemmed from the conventional-lecture method being used by the basic science teachers at the J.S.S. level (Odetoyinbo, 2004).
The basic science, curriculum is child-centered and emphasis is laid more on learning science as a process than as a body of knowledge (Olarewaju, 1994). Hence, teachers should actively involve students in the teaching and learning of basic science because Jigsaw learning strategies allow more active involvement of students in the teaching and learning process than other cooperative learning teaching strategies which is in line with the design of basic science curriculum as stated earlier (Johnson &Johnson, 2000).
Educators understand that changes in student outcomes must be supported by parallel changes in curriculum and instruction. However, it is apparent that many of today’s teachers are caught in the midst of a change for which they may not have been professionally prepared. Many teachers were educated in the class rooms where the role of the students was to memorize information, conduct well regulated experiments and were then tested on their ability to repeat these tasks or remember specific facts (Dogru and Kalender 2007).
Therefore, in Warri-South district, Delta State where the research was carried out, the activities that was conducted is to know the Jig-saw, Buzz Group and Conventional Learning Strategies and Students’ Academic Performance in Basic Science.
1.3 Statement of Problems
Investigation revealed that the Nigerian government’s efforts towards making sure that Nigerian children show interest in science and science-oriented programmes cannot be said to have yielded much fruit. This is because many of the students at the Junior Secondary School level (J.S.S) are not showing interest in studying core science subjects (physics, chemistry, and biology) at the Senior Secondary School level. This has affected them in choosing science-oriented programmes at the Nation’s tertiary institutions level. The problem stemmed from the conventional-lecture method being used by the basic science teachers at the J.S.S. level (Odetoyinbo, 2004).
Although some teaching methods have been tried out to explore their effects on students learning outcome, not much research attention has been given to jigsaw teaching method. While jigsaw learning as an instructional method is an option for teachers, it is currently the least frequently used in Nigeria (Johnson &Johnson, 2000).
1.4 Aim and Objectives of Study
The aim of the study is to examine the Jig-saw, Buzz Group and Conventional Learning Strategies and Students’ Basic Science Academic Performance in Warri-South district, Delta State. In achieving this aim, the following specific objectives were set out as follows:
- To evaluate the Students’ Academic Performance in Basic Science using Jig-saw, Buzz Group and Conventional Learning Strategies
- To investigate the effects of Jigsaw based Learning on secondary school students’ achievement in Basic Science.
- To examine the students' academic achievement to Basic Science between male and female students exposed to jigsaw strategy
- To examine the impact of jigsaw learning strategy on secondary school students and those exposed to conventional strategy in Warri-South district
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does Jig-saw, Buzz Group and Conventional Learning Strategies enhances Students’ Academic Performance in Basic Science?
- Does jigsaw learning strategy positively impact secondary school students’ academic performance?
- What is the difference between secondary school students exposed to jigsaw learning strategy and those exposed to conventional strategy?
- What is the difference in achievement to Basic Science between male and female students exposed to jigsaw strategy?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant difference in achievement of male and female students taught Basic Science using the jigsaw learning strategy.
- H1: There is significant difference in achievement of male and female students taught Basic Science using the jigsaw learning strategy.
Hypothesis Two
- H0: There is no significant difference between secondary school students exposed to jigsaw learning strategy and those exposed to conventional strategy
- H1: There is significant difference between secondary school students exposed to jigsaw learning strategy and those exposed to conventional strategy
1.7 Significance of Study
The finding of this research work would provide curriculum planners, educational administrators to make reference in review of curriculum and formulating other educational policies where necessary. This would validate and add value to the existing theory of collaborative (Jig-saw, Buzz Group and Conventional) learning strategy.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The study focuses on the Jig-saw, Buzz Group and Conventional Learning Strategies and Students’ Basic Science Academic Performance in Warri-South district, Delta State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
