EFFECT OF ROUND ROBIN AND JIGSAW COOPERATIVE LEARNING STRATEGIES ON PHYSICS STUDENTS ACADEMIC ACHIEVEMENT ON MODERN PHYSICS IN SECONDARY SCHOOLS IN KWANDE LGA OF BENUE STATE
ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720,
WHATSAPP/TELEGRAM US ON: 08137701720
EFFECT OF ROUND ROBIN AND JIGSAW COOPERATIVE LEARNING STRATEGIES ON PHYSICS STUDENTS ACADEMIC ACHIEVEMENT ON MODERN PHYSICS IN SECONDARY SCHOOLS IN KWANDE LGA OF BENUE STATE
Abstract
This study investigates the effect of Round Robin and Jigsaw cooperative learning strategies on the academic achievement of secondary school students in Modern Physics in Kwande Local Government Area of Benue State. The persistent low performance of students in Physics, particularly in abstract concepts like Modern Physics, necessitated the adoption of innovative teaching approaches that actively engage learners. A quasi-experimental pretest-posttest control group design was employed. The population comprised senior secondary two (SS2) Physics students across selected schools, while the sample consisted of 150 students randomly assigned to three groups: Round Robin, Jigsaw, and a control group taught with conventional lecture method. The Physics Achievement Test (PAT), validated by experts and with a reliability coefficient of 0.87, was used for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). The findings revealed that students exposed to Round Robin and Jigsaw strategies significantly outperformed those in the control group. Additionally, the Round Robin group showed slightly higher achievement gains compared to the Jigsaw group, though the difference was not statistically significant. The study concludes that cooperative learning strategies enhance students’ understanding and performance in complex Physics concepts. It recommends that Physics teachers adopt Round Robin and Jigsaw strategies to promote active learning, deeper conceptual understanding, and improved academic outcomes in Modern Physics.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Physics is a fundamental science subject that forms the backbone of many technological advancements. However, students’ performance in Physics at the secondary school level in Nigeria has been persistently low, especially in abstract areas like Modern Physics (WAEC, 2022). This low performance has been largely attributed to the use of ineffective instructional methods, such as the traditional lecture method, which often discourages active student engagement and critical thinking (Okebukola, 2012; Udo & Udofia, 2020).
Modern Physics, which includes topics like atomic structure, quantum theory, and nuclear physics, requires a high level of conceptual understanding. Traditional teaching methods may not effectively support students in grasping these abstract concepts (Agommuoh & Nzewi, 2003). As such, there is a growing emphasis on student-centered teaching strategies, especially cooperative learning approaches, which have been shown to foster greater engagement and understanding (Johnson & Johnson, 1999).
Cooperative learning is an instructional strategy in which students work in small groups to achieve common academic goals. Two widely researched cooperative learning methods are Round Robin and Jigsaw. The Round Robin strategy involves group members taking turns to contribute ideas or solutions, promoting equal participation and confidence among students (Slavin, 2014). On the other hand, the Jigsaw strategy involves dividing learning tasks into segments, assigning each student a segment, and requiring them to teach their segment to others in the group, thus encouraging interdependence and accountability (Aronson, 2002).
Research has demonstrated that cooperative learning strategies can lead to improved academic achievement, especially in science subjects (Adeyemi, 2008; Akinbobola, 2009). These methods not only enhance academic performance but also promote critical thinking, peer learning, and communication skills (Gillies, 2007). However, despite the proven benefits of these strategies, their application in Nigerian classrooms remains limited, especially in rural areas such as Kwande Local Government Area of Benue State.
1.2 Statement of the Problem
The consistent underachievement of secondary school students in Physics, particularly in the area of Modern Physics, poses a significant educational challenge in Kwande LGA. Students often perceive the subject as abstract and difficult, leading to low interest and poor performance (Eze, 2011). Despite reforms in the science curriculum, the persistent reliance on conventional lecture methods continues to limit student interaction and engagement.
Given the potential of cooperative learning strategies like Round Robin and Jigsaw to improve learning outcomes, there is a need to empirically investigate their effects on students’ academic achievement in Modern Physics. This study seeks to determine whether the implementation of these strategies can significantly enhance the academic performance of Physics students in Kwande LGA.
1.3 Purpose of the Study
The purpose of this study is to examine the effect of Round Robin and Jigsaw cooperative learning strategies on Physics students’ academic achievement in Modern Physics in secondary schools in Kwande LGA of Benue State. Specifically, the study aims to:
Determine the effect of the Round Robin strategy on students’ academic achievement in Modern Physics.
Determine the effect of the Jigsaw strategy on students’ academic achievement in Modern Physics.
Compare the effects of Round Robin and Jigsaw strategies on students’ achievement in Modern Physics.
Compare the performance of students taught using cooperative learning strategies with those taught using conventional methods.
1.4 Research Questions
The following research questions guide the study:
What is the effect of the Round Robin strategy on students’ academic achievement in Modern Physics?
What is the effect of the Jigsaw strategy on students’ academic achievement in Modern Physics?
Is there any significant difference in the academic achievement of students taught with Round Robin and Jigsaw strategies?
How does the performance of students taught with cooperative strategies compare to those taught with traditional methods?
1.5 Hypotheses
The following null hypotheses will be tested at 0.05 level of significance:
H₀₁: There is no significant difference in academic achievement between students taught using Round Robin strategy and those taught using conventional methods.
H₀₂: There is no significant difference in academic achievement between students taught using Jigsaw strategy and those taught using conventional methods.
H₀₃: There is no significant difference in academic achievement between students taught using Round Robin strategy and those taught using Jigsaw strategy.
1.6 Significance of the Study
This study is expected to be of great benefit to Physics teachers, curriculum planners, school administrators, students, and educational researchers. For teachers, the findings will offer insight into alternative instructional methods that can enhance learning outcomes. Curriculum developers may find evidence to support the inclusion of cooperative learning strategies in teacher training and classroom practices. Students are likely to benefit through improved understanding and academic performance. Educational researchers may use this study as a basis for further exploration into effective pedagogies in science education.
1.7 Scope of the Study
This study focuses on the effects of Round Robin and Jigsaw cooperative learning strategies on the academic achievement of Physics students in Modern Physics. It is delimited to selected senior secondary schools in Kwande Local Government Area of Benue State. The study will target SS2 students due to their curriculum alignment with Modern Physics concepts.
1.8 Operational Definition of Terms
Cooperative Learning Strategies: Teaching approaches where students work together in structured group activities to achieve learning goals.
Round Robin Strategy: A cooperative method in which students take turns to contribute ideas or answers within a group setting.
Jigsaw Strategy: A method in which each student in a group learns a portion of the content and teaches it to their peers.
Modern Physics: A branch of Physics that deals with concepts developed in the 20th century, such as relativity, quantum mechanics, and atomic structure.
Academic Achievement: The extent to which students have attained their educational goals, often measured through test scores.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
http://graduateprojects.com.ng