Effects of Jigsaw IV Instructional Strategy on Senior Secondary School Students’ Interest in Physics

The study investigated into the effects of Jigsaw IV instructional strategy on senior secondary school students’ interest in physics. Three research questions and three hypotheses guided the study. The study adopted a quasi-experimental non-equivalent control group design. A sample size of 186 Senior Secondary two (SS 2) students from six schools in Abakaliki Education Zone were used as research subjects in the study. Physics Interest Scale (PIS) research instrument developed by the researcher was used for data collection. The Physics Interest Scale (PIS) is made of 27 items and was used in accessing students’ interest in physics. The instrument was face validated by three subject specialists; one from measurement and evaluation and two from physics education. The reliability coefficient of PIS using the Cronbach Alpha was 0.6 indicating the instrument is reliable. The research questions were answered using mean and standard deviations while Analysis of covariance, ANCOVA was used for the hypotheses testing at 0.05 level of significance. The results indicated that Jigsaw IV instructional strategy improved students’ interest in physics than the lecture method. The researcher therefore concluded that Jigsaw IV instructional strategy is effective in improving students’ interest in physics. Based on the findings, it was recommended among other things that physics teachers should be trained on how to use Jigsaw instructional strategies in teaching to make learners active for effectiveness and quality learning to be achieved in science education particularly in physics.

Physics, Jigsaw IV, Senior Secondary Students, Interest, and Gender

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