Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention

Oct 15, 2026

This study investigated the effects of computer-assisted Jigsaw II cooperative learning on physics achievement and retention, and examined how achievement-level moderating variables influence students’ physics performance. Purposive sampling selected two senior secondary school SSSII physics classes in Minna, Niger State, Nigeria, with 80 students assigned to Jigsaw II and Individualized Computer Instruction (ICI) groups. A Computer-Assisted Learning Package and a Physics Achievement Test measured outcomes. Analysis of Covariance and Scheffe’s test showed improved performance and longer concept retention with computer-assisted Jigsaw II, with achievement levels significantly affecting results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Research Method and Design

Participants and Sampling

Treatment and Instruments

Data Analysis

Results

Discussion

Recommendations

Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention Isiaka Amosa Gambari Federal University of Technology, Nigeria Mudasiru Olalere Yusuf University of Ilorin, Nigeria Abstract This study investigated the effects of computer-assisted jigsaw II cooperative strategy on physics achievement and retention. The study also determined how moderating variables of achievement levels as it affects students' performance in physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique was used to select two senior secondary school class II (SSSII) physics students from two intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. ComputerAssisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments. Analysis of Covariance and Scheffe’s test were used for data analysis. Findings indicated that students taught physics using computerassisted Jigsaw II performed better and retained the physics concepts longer than those taught using individualized computer instruction. In addition, achievement levels had significant influence on their performance. Based on the findings, it was recommended among other that physics teachers should be encouraged use computer-assisted Jigsaw II cooperative strategy to enhanced students’ performance. Keywords: Jigsaw II; Computer-assisted instruction; Cooperative Learning; Achievement Levels; Retention; Physics Introduction Trends of development in the industrialized world show that Science, Technology, and Mathematics (STM) have been employed by many countries for rapid economic and technological transformation from agrarian to industrialized status (Essien, 2000) . The technological development of any nation lies in the study of science. Science and technology would be incomplete without physics (Michael, 2006) . The significance of physics in all fields of science and technology has therefore made it imperative to be included in the curriculum of senior secondary school to be offered by science oriented students. To build a strong technological foundation, therefore, physics education needs to be given more attention and priority in Nigerian educational system. Unfortunately, in spite of the importance of physics as a requirement for many specialized science and engineering courses at the universities, students’ performance at the secondary school level in the subject is not encouraging. The performance of students naturally in physics as a subject in the Senior Secondary School Certificate Examinations (SSSCE) from 2004 to 2011 is as shown in Figure 1 and in Niger State as reflected in Figure 2. Figure 1. Performance in Biology, Chemistry and & Physics from 2004-2011 in Nigeria Figure 2. Performance in Biology, Chemistry and & Physics from 2004-2008 in Niger State Figure 1 reveal that the percentage of students that passed physics at credit level (A1-C6) was consistently less than 50% for the past 5 years (2004-2011) in Nigeria. In spite of the importance of physics to man and the society and government efforts to improve science instruction in schools, students’ performance is still poor and below average. This has become a great concern to physics educators in Nigeria. In Niger State for example, the performance of physics students is worse than the national performances as revealed in Figure 2. Figure 2 revealed the fluctuation in May/June WAEC (SSCE) results in physics in Niger State. Students’ performance has been fluctuating between 20.53% to 36.67% and to 16.77% in the year 2004, 2006 and 2008 respectively for students with credit pass. Also, the number of students who registered for physics at both the national and state levels was the lowest compared with those who registered for biology and chemistry

FAQs

What teaching strategy was tested in the study?

The study tested a computer-assisted Jigsaw II cooperative learning strategy, compared against Individualized Computer Instruction (ICI) in physics instruction.

How were students grouped and selected?

Purposive sampling selected two intact SSSII physics classes in Minna, Niger State, Nigeria. Eighty students from the two classes were assigned to either the Jigsaw II group or the ICI group.

What instruments were used to measure learning outcomes?

The Computer-Assisted Learning Package (CALP) on physics served as the treatment, and the Physics Achievement Test (PAT) was used to measure achievement and retention.

Oct 15, 2026

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