Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method

Obilor Wisdom Enyinnaya; InekweIsrael Onwuegbu; Ogbonna Cecilia Chinyere

doi:doi:10.11648/j.pamj.20241303.12

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Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method

Obilor Wisdom Enyinnaya^*

, InekweIsrael Onwuegbu, Ogbonna Cecilia Chinyere

Published in Pure and Applied Mathematics Journal (Volume 13, Issue 3)

Received: 27 May 2024 Accepted: 24 June 2024 Published: 31 July 2024

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Abstract

This study focused on improving primary school pupils’ academic achievement and retention in mathematics using jigsaw teaching method. It was guided by two research questions and two hypotheses. The pretest, posttest quasi experimental research design involving two groups was used for the study. The population of the study comprised of all the primary five (5) pupils of 2022/2023 academic session in Umuahia Education Zone of Abia state. The education zone has 201 primary schools with 4,447 primary five (5) pupils. The Two (2) primary schools with class teachers in primary five (5) that have mathematics background at NCE and Degree levels from Umuahia Educational Zone of Abia State were purposively sampled for the research.Simple random sampling technique was used in determining which school becomes the experimental and control group, 44 pupils participated as a sample for the study (19 males and 25 females). A Mathematics Achievement Test (MAT) and Mathematics Retention Test (MRT) were used for data collection. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of covariance at 0.05 alpha level, with the aid of SPSS version 21. The results showed a significant difference between the academic achievement and retention of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in the academic achievement and retention of male and female pupils taught geometry in the experimental group which implies that the use of the jigsaw teaching method is independent of gender. Based on the findings recommendations were made such as teachers should employ the use of cooperative method of teaching such as jigsaw teaching method in the teaching of geometrical concepts at the primary level of education to enhance pupils’ academic achievement and retention. Finally, workshops and seminars on the use of cooperative method of teaching such as jigsaw Teaching Method should be organized by Ministry of Education for in-service primary school mathematics teachers.

Published in	Pure and Applied Mathematics Journal (Volume 13, Issue 3)
DOI	10.11648/j.pamj.20241303.12
Page(s)	44-50
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mathematics, JIGSAW, Achievement, Retention, Primary School

References

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[3]	Akowonjo I. J. and Tudunkaya S. M. (2018) Impact of Jigsaw Learning Strategy on Performance in Algebra among Senior Secondary Schools Students in Zaria metropolis, Kaduna state, Nigeria. Abacus (Mathematics Education Series), Pg 18-27, Vol. 43, No 1.
[4]	Alio, B.C. & Okafor, P.C. (2018).Effects of Some Mathematical Games on Primary School Pupils’ Achievement and Interest in Mathematics in Anambra State.Journal of the Mathematical Association of Nigeria, ABACUS (Mathematics Education Series) (43) 1, 440-447.
[5]	Bichi, S.S. (2002). Effects of Problem Solving Strategy and Enriched Curriculum on Evaluation Concepts Among Secondary School Students. Unpublished Ph.D Thesis, Faculty of education, Ahmadu Bello University, Zaria.
[6]	David, M.., & Roger, O. (2010). Use of peer tutoring, cooperative learning, and collaborative learning: Implications for reducing anti-social behavior of schooling adolescents. US China Education Review, A 11, 932-945.
[7]	Edoho, E. A., Asuquo, I. M., Anditung, P. A. &Abasi, A. U., (2020). Improving Senior Secondary School Students’ Academic Achievement and Retention in Mathematics and Basic Science using Collaborative Concept Mapping Instructional Strategy (CCMIS).European Journal of Scientific Research. 156(1), 108-117; ISSN 1450-216X / 1450-202X.
[8]	Eze, W. (2016).The Effect of Instructional Materials on Primary Pupils’ Academic Performance in Geometry.An Unpublished NCE Project Submitted to Department of Mathematics, Federal College of Education (T), Omok.
[9]	Mamman. M. A & Isa. S. G (2018). Effectiveness of Geogebra Software on Performance and Attitude in Mathematics Among Senior Secondary School Students in Municipal Zonal Education Area of Kano State, Nigeria. Abacus (Mathematics Education Series), Pg 138-147, Vol. 43, No 1.
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[13]	Obi, C. N., Agwagah U. N. V. &Agah J.J. (2014). Effect of origami on students’ retention in geometry. JOSR Journal of Research & Method in Education (JOSR- JRME).4(5), 46-50.
[14]	Obilor W. E. and Ogbonna C. C. (2021). Effect of Concretizing Geometric Shape Using Geoboard on Academic Achievement of Primary School Pupils in Mathematics in Abia State. òJournal of the Nigerian Academy of Education (JONAED). Vol. 17(2). Pg 177-189.
[15]	Obilor, W. E., Ogbonna, C. C. and Uzuegbu, S. O. (2022). Effect of Problem Solving Teaching Method on Primary School Pupils’ Academic Achievement in Mathematics in Abia State.Journal of Association of Educational Researchers and Evaluators of Nigeria (ASSEREN) Vol. 21. Pg 268-283.
[16]	Okeke A. M. 2015. Effect of jigsaw instructional strategy on students achievement and interest in quadratic equation in Nsukka education zone. University of Nigeria. http://196.222.5.9/handle/123456789/3752 (Accessed on 05 December 2021).
[17]	Quirey G. (2015), "Determining the Effects of Jigsaw versus Think-Pair-Share on Student Participation in an Inclusive Classroom" (2015). Student Research Submissions. 184. https://scholar.umw.edu/student_research/184
[18]	Sabbah, S.S. (2016). The Effect of Jigsaw Strategy on ESL’s Students Reading Achievement. Arab World English Journal, 7(1), 445-458.
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APA Style

Enyinnaya, O. W., Onwuegbu, I., Chinyere, O. C. (2024). Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure and Applied Mathematics Journal, 13(3), 44-50. https://doi.org/10.11648/j.pamj.20241303.12

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ACS Style

Enyinnaya, O. W.; Onwuegbu, I.; Chinyere, O. C. Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure Appl. Math. J. 2024, 13(3), 44-50. doi: 10.11648/j.pamj.20241303.12

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AMA Style

Enyinnaya OW, Onwuegbu I, Chinyere OC. Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure Appl Math J. 2024;13(3):44-50. doi: 10.11648/j.pamj.20241303.12

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@article{10.11648/j.pamj.20241303.12,
  author = {Obilor Wisdom Enyinnaya and InekweIsrael Onwuegbu and Ogbonna Cecilia Chinyere},
  title = {Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method
},
  journal = {Pure and Applied Mathematics Journal},
  volume = {13},
  number = {3},
  pages = {44-50},
  doi = {10.11648/j.pamj.20241303.12},
  url = {https://doi.org/10.11648/j.pamj.20241303.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20241303.12},
  abstract = {This study focused on improving primary school pupils’ academic achievement and retention in mathematics using jigsaw teaching method. It was guided by two research questions and two hypotheses. The pretest, posttest quasi experimental research design involving two groups was used for the study. The population of the study comprised of all the primary five (5) pupils of 2022/2023 academic session in Umuahia Education Zone of Abia state. The education zone has 201 primary schools with 4,447 primary five (5) pupils. The Two (2) primary schools with class teachers in primary five (5) that have mathematics background at NCE and Degree levels from Umuahia Educational Zone of Abia State were purposively sampled for the research.Simple random sampling technique was used in determining which school becomes the experimental and control group, 44 pupils participated as a sample for the study (19 males and 25 females). A Mathematics Achievement Test (MAT) and Mathematics Retention Test (MRT) were used for data collection. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of covariance at 0.05 alpha level, with the aid of SPSS version 21. The results showed a significant difference between the academic achievement and retention of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in the academic achievement and retention of male and female pupils taught geometry in the experimental group which implies that the use of the jigsaw teaching method is independent of gender. Based on the findings recommendations were made such as teachers should employ the use of cooperative method of teaching such as jigsaw teaching method in the teaching of geometrical concepts at the primary level of education to enhance pupils’ academic achievement and retention. Finally, workshops and seminars on the use of cooperative method of teaching such as jigsaw Teaching Method should be organized by Ministry of Education for in-service primary school mathematics teachers.
},
 year = {2024}
}

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TY  - JOUR
T1  - Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method

AU  - Obilor Wisdom Enyinnaya
AU  - InekweIsrael Onwuegbu
AU  - Ogbonna Cecilia Chinyere
Y1  - 2024/07/31
PY  - 2024
N1  - https://doi.org/10.11648/j.pamj.20241303.12
DO  - 10.11648/j.pamj.20241303.12
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 44
EP  - 50
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20241303.12
AB  - This study focused on improving primary school pupils’ academic achievement and retention in mathematics using jigsaw teaching method. It was guided by two research questions and two hypotheses. The pretest, posttest quasi experimental research design involving two groups was used for the study. The population of the study comprised of all the primary five (5) pupils of 2022/2023 academic session in Umuahia Education Zone of Abia state. The education zone has 201 primary schools with 4,447 primary five (5) pupils. The Two (2) primary schools with class teachers in primary five (5) that have mathematics background at NCE and Degree levels from Umuahia Educational Zone of Abia State were purposively sampled for the research.Simple random sampling technique was used in determining which school becomes the experimental and control group, 44 pupils participated as a sample for the study (19 males and 25 females). A Mathematics Achievement Test (MAT) and Mathematics Retention Test (MRT) were used for data collection. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of covariance at 0.05 alpha level, with the aid of SPSS version 21. The results showed a significant difference between the academic achievement and retention of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in the academic achievement and retention of male and female pupils taught geometry in the experimental group which implies that the use of the jigsaw teaching method is independent of gender. Based on the findings recommendations were made such as teachers should employ the use of cooperative method of teaching such as jigsaw teaching method in the teaching of geometrical concepts at the primary level of education to enhance pupils’ academic achievement and retention. Finally, workshops and seminars on the use of cooperative method of teaching such as jigsaw Teaching Method should be organized by Ministry of Education for in-service primary school mathematics teachers.

VL  - 13
IS  - 3
ER  -

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Author Information

Obilor Wisdom Enyinnaya

Department of Science Education, Abia State University, Uturu, Nigeria

Contact Email

http://orcid.org/0009-0009-1341-6949
InekweIsrael Onwuegbu

Department of Science Education, College of Education, Michael Okpara University of Agriculture, Umudike, Nigeria

Contact Email
Ogbonna Cecilia Chinyere

Department of Science Education, College of Education, Michael Okpara University of Agriculture, Umudike, Nigeria

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Plain Text BibTeX RIS

APA Style

Enyinnaya, O. W., Onwuegbu, I., Chinyere, O. C. (2024). Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure and Applied Mathematics Journal, 13(3), 44-50. https://doi.org/10.11648/j.pamj.20241303.12

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ACS Style

Enyinnaya, O. W.; Onwuegbu, I.; Chinyere, O. C. Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure Appl. Math. J. 2024, 13(3), 44-50. doi: 10.11648/j.pamj.20241303.12

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AMA Style

Enyinnaya OW, Onwuegbu I, Chinyere OC. Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method. Pure Appl Math J. 2024;13(3):44-50. doi: 10.11648/j.pamj.20241303.12

Copy | Download

@article{10.11648/j.pamj.20241303.12,
  author = {Obilor Wisdom Enyinnaya and InekweIsrael Onwuegbu and Ogbonna Cecilia Chinyere},
  title = {Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method
},
  journal = {Pure and Applied Mathematics Journal},
  volume = {13},
  number = {3},
  pages = {44-50},
  doi = {10.11648/j.pamj.20241303.12},
  url = {https://doi.org/10.11648/j.pamj.20241303.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20241303.12},
  abstract = {This study focused on improving primary school pupils’ academic achievement and retention in mathematics using jigsaw teaching method. It was guided by two research questions and two hypotheses. The pretest, posttest quasi experimental research design involving two groups was used for the study. The population of the study comprised of all the primary five (5) pupils of 2022/2023 academic session in Umuahia Education Zone of Abia state. The education zone has 201 primary schools with 4,447 primary five (5) pupils. The Two (2) primary schools with class teachers in primary five (5) that have mathematics background at NCE and Degree levels from Umuahia Educational Zone of Abia State were purposively sampled for the research.Simple random sampling technique was used in determining which school becomes the experimental and control group, 44 pupils participated as a sample for the study (19 males and 25 females). A Mathematics Achievement Test (MAT) and Mathematics Retention Test (MRT) were used for data collection. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of covariance at 0.05 alpha level, with the aid of SPSS version 21. The results showed a significant difference between the academic achievement and retention of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in the academic achievement and retention of male and female pupils taught geometry in the experimental group which implies that the use of the jigsaw teaching method is independent of gender. Based on the findings recommendations were made such as teachers should employ the use of cooperative method of teaching such as jigsaw teaching method in the teaching of geometrical concepts at the primary level of education to enhance pupils’ academic achievement and retention. Finally, workshops and seminars on the use of cooperative method of teaching such as jigsaw Teaching Method should be organized by Ministry of Education for in-service primary school mathematics teachers.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Improving Primary School Pupils’ Academic Achievement and Retention in Mathematics Using Jigsaw Teaching Method

AU  - Obilor Wisdom Enyinnaya
AU  - InekweIsrael Onwuegbu
AU  - Ogbonna Cecilia Chinyere
Y1  - 2024/07/31
PY  - 2024
N1  - https://doi.org/10.11648/j.pamj.20241303.12
DO  - 10.11648/j.pamj.20241303.12
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 44
EP  - 50
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20241303.12
AB  - This study focused on improving primary school pupils’ academic achievement and retention in mathematics using jigsaw teaching method. It was guided by two research questions and two hypotheses. The pretest, posttest quasi experimental research design involving two groups was used for the study. The population of the study comprised of all the primary five (5) pupils of 2022/2023 academic session in Umuahia Education Zone of Abia state. The education zone has 201 primary schools with 4,447 primary five (5) pupils. The Two (2) primary schools with class teachers in primary five (5) that have mathematics background at NCE and Degree levels from Umuahia Educational Zone of Abia State were purposively sampled for the research.Simple random sampling technique was used in determining which school becomes the experimental and control group, 44 pupils participated as a sample for the study (19 males and 25 females). A Mathematics Achievement Test (MAT) and Mathematics Retention Test (MRT) were used for data collection. Research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of covariance at 0.05 alpha level, with the aid of SPSS version 21. The results showed a significant difference between the academic achievement and retention of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in the academic achievement and retention of male and female pupils taught geometry in the experimental group which implies that the use of the jigsaw teaching method is independent of gender. Based on the findings recommendations were made such as teachers should employ the use of cooperative method of teaching such as jigsaw teaching method in the teaching of geometrical concepts at the primary level of education to enhance pupils’ academic achievement and retention. Finally, workshops and seminars on the use of cooperative method of teaching such as jigsaw Teaching Method should be organized by Ministry of Education for in-service primary school mathematics teachers.

VL  - 13
IS  - 3
ER  -

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