The Effect of Jigsaw-IV Instructional Strategy on Students’ Performance in Wave-Particle Paradox among Secondary Schools in Katsina State, Nigeria

Abdulkareem Munir, Yahaya Isa Bunkure, Yusuf Hamisu

Abstract


The study examined the effectiveness of the Jigsaw-IV instructional strategy on students’ performance in the wave-particle paradox among secondary school students in Katsina State, Nigeria. A quasi-experimental design involving pretest and posttest non-randomized control groups was employed, comprising 102 students (62 in the experimental group and 40 in the control group) randomly selected from 165 senior secondary schools offering Physics across two senatorial districts in Katsina State, with a total population of 30,011 students. Data were collected using a 20-item Wave-Particle Paradox Performance Test (WPPPT), which had a reliability coefficient of 0.87. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data. The results revealed that students taught using the Jigsaw-IV instructional strategy performed significantly better than those taught using the traditional method. Specifically, students in the Jigsaw-IV group demonstrated a deeper understanding of the wave-particle paradox concept. The study therefore recommends the adoption of the Jigsaw-IV instructional strategy in Physics education to improve students’ comprehension of complex concepts such as the wave-particle paradox.


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References


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