The effect of jigsaw method on grade 12 learners, performance in reaction rates in Maleboho Central Circuit

Abstract

The purpose of the study was to investigate the effect of Jigsaw Method on Grade 12 learner’s performance in reaction rates in Maleboho Central circuit as one of the improvement strategies. A quasi-experimental design with the Experimental Group (EG) and the Control Group (CG) was utilised to determine the effect of the Jigsaw Method on learners’ performance as compared to the chalk-and-talk approach. The population of the study was made up of 315 Physical Science learners from ten schools that offer Physical Science in Maleboho Central Circuit. Two poorest performing schools from the same circuit were selected purposively from the population. One class at School A and another at School B were selected randomly as EG and CG, respectively. The sample consisted of 21 learners from school A (EG) and 23 learners from school B (CG). An achievement test with 21 open-ended questions was used as a pre-test as well as a post-test. Data from the tests were analysed using descriptive statistics. In the experimental group, the findings indicated that there was a significant difference between pre-test scores and posttest scores with p=.022. According to the results from Cohen’s d (-0.94), the gain was large in EG as evidenced by the effect size (-0.95). The results of the t-test (t= 9.54, p=0.00) indicated that there was a statistical significance between the posttests of EG and CG. Data analysed through ANCOVA (p=0.00) revealed that the Jigsaw Method was more effective than the traditional chalk-and-talk approach. Employing the Jigsaw Method in the Science classroom can help teachers to promote learners’ participation and hence to improve their academic performance.