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Effectiveness Of Jigsaw Cooperative Learning Strategy in Enhancing Geometry Performance and Retention Among Senior Secondary School Students in Katsina State, Nigeria
Subject area: Arts, Social Sciences and Humanities · Area of research: Cooperative Learning in Mathematics Education
Abstract
This study investigated the effectiveness of the Jigsaw cooperative learning strategy in enhancing academic achievement and retention in geometry among senior secondary school students in Katsina State, Nigeria. The study was motivated by persistent poor performance in mathematics, particularly in geometry, attributed to the use of conventional teaching methods. A quasi-experimental research design involving pre-test, post-test, and delayed post-test measures was adopted. A sample of 120 Senior Secondary School II (SSII) students was selected and assigned to experimental (Jigsaw strategy) and control (lecture method) groups. Data were collected using the Geometrical Concepts Performance Test (GCPT), which was validated by experts and yielded a reliability coefficient above acceptable standards. Descriptive statistics (mean and standard deviation), independent samples t-test, effect size (Cohen’s d), and analysis of covariance (ANCOVA) were used for data analysis. The results revealed that students exposed to the Jigsaw strategy performed significantly better than those taught using the conventional method in both achievement, t(118) = 33.84, p < .001, and retention, t(118) = 39.27, p < .001. The effect sizes were very large (d = 6.15 for achievement and d = 7.34 for retention), indicating strong practical significance. ANCOVA results further confirmed that the differences remained significant after controlling for pre-test scores. No significant gender differences were found in either achievement or retention. The study concluded that the Jigsaw cooperative learning strategy is highly effective in improving students’ understanding and long-term retention of geometry concepts. It is recommended that mathematics teachers adopt cooperative learning strategies to enhance students’ academic outcomes.
Keywords
Jigsaw Strategy, Cooperative Learning, Geometry, Academic Achievement, Retention
References
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How to cite this paper
@article{1716923,
author = {Dr. Abdu Madugu, Naziru Aminu},
title = {Effectiveness Of Jigsaw Cooperative Learning Strategy in Enhancing Geometry Performance and Retention Among Senior Secondary School Students in Katsina State, Nigeria},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {10},
pages = {3176-3183},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1716923.pdf},
abstract = {This study investigated the effectiveness of the Jigsaw cooperative learning strategy in enhancing academic achievement and retention in geometry among senior secondary school students in Katsina State, Nigeria. The study was motivated by persistent poor performance in mathematics, particularly in geometry, attributed to the use of conventional teaching methods. A quasi-experimental research design involving pre-test, post-test, and delayed post-test measures was adopted. A sample of 120 Senior Secondary School II (SSII) students was selected and assigned to experimental (Jigsaw strategy) and control (lecture method) groups. Data were collected using the Geometrical Concepts Performance Test (GCPT), which was validated by experts and yielded a reliability coefficient above acceptable standards. Descriptive statistics (mean and standard deviation), independent samples t-test, effect size (Cohen’s d), and analysis of covariance (ANCOVA) were used for data analysis. The results revealed that students exposed to the Jigsaw strategy performed significantly better than those taught using the conventional method in both achievement, t(118) = 33.84, p < .001, and retention, t(118) = 39.27, p < .001. The effect sizes were very large (d = 6.15 for achievement and d = 7.34 for retention), indicating strong practical significance. ANCOVA results further confirmed that the differences remained significant after controlling for pre-test scores. No significant gender differences were found in either achievement or retention. The study concluded that the Jigsaw cooperative learning strategy is highly effective in improving students’ understanding and long-term retention of geometry concepts. It is recommended that mathematics teachers adopt cooperative learning strategies to enhance students’ academic outcomes.},
keywords = {Jigsaw Strategy, Cooperative Learning, Geometry, Academic Achievement, Retention},
month = {April},
}