[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599780-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599780-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","effects-of-computer-assisted-jigsaw-ii-cooperative-learning-strategy-on-physics-achievement-and-retention","Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention","","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. 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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.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-computer-assisted-jigsaw-ii-cooperative-learning-strategy-on-physics-achievement-and-retention/599780/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-computer-assisted-jigsaw-ii-cooperative-learning-strategy-on-physics-achievement-and-retention/599780.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What teaching strategy was tested in the study?","Question",{"text":62,"@type":63},"The study tested a computer-assisted Jigsaw II cooperative learning strategy, compared against Individualized Computer Instruction (ICI) in physics instruction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were students grouped and selected?",{"text":67,"@type":63},"Purposive sampling selected two intact SSSII physics classes in Minna, Niger State, Nigeria. 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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.  \nKeywords: Jigsaw II; Computer-assisted instruction; Cooperative Learning; Achievement Levels; Retention; Physics  \nIntroduction  \nTrends 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) .  \nThe 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.  \nThe 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.  \nFigure 1. Performance in Biology, Chemistry and & Physics from 2004-2011 in Nigeria  \nFigure 2. Performance in Biology, Chemistry and & Physics from 2004-2008 in Niger State  \nFigure 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.  \nFigure 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 ","cbCaidUqDQZZa0iI","https://ap.wps.com/l/cbCaidUqDQZZa0iI","pdf",707747,16,"English","# Introduction\n# Research Method and Design\n## Participants and Sampling\n## Treatment and Instruments\n## Data Analysis\n# Results\n# Discussion\n# Recommendations","[{\"question\":\"What teaching strategy was tested in the study?\",\"answer\":\"The study tested a computer-assisted Jigsaw II cooperative learning strategy, compared against Individualized Computer Instruction (ICI) in physics instruction.\"},{\"question\":\"How were students grouped and selected?\",\"answer\":\"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.\"},{\"question\":\"What instruments were used to measure learning outcomes?\",\"answer\":\"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.\"}]","Effects of Computer-Assisted Jigsaw II Cooperative Learning Strategy on Physics Achievement and Retention | PDF",1792089425]