EFFECT OF JIGSAW TEACHING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN BUSINESS EDUCATION PRACTICUM IN COLLEGES OF EDUCATION, SOUTH EAST, NIGERIA

Authors

  • A.U Okeke Department of Business Education, Nnamdi Azikwe University Awka
  • Lucy Udoka Dikeocha Department of Business Education, Nnamdi Azikwe University Awka

Abstract

This research focused on the effect of jigsaw teaching approach on students’ academic achievement and retention in business education practicum in colleges of education South East, Nigeria. Four research questions were generated and six hypotheses were formulated to guide the study. The study adopted quasi experimental research design of pretest, posttest non-randomized group. The study area is South East Nigeria. The population of the study comprised one hundred and fifty five (155) Business Education NCE II students from the seven colleges of education in South East Zone, Nigeria. The sample of the study is sixty seven (67)  NCE year II Business Education students from two colleges of education in South East, Nigeria. A Business Education Practicum Achievement Test (BEPAT) was developed by the researcher from the lesson plan containing the course contents that were taught as to enable her collect data for the study. The instrument with 40 question items, constructed from the lesson content was validated by experts and subsequently administered to the sixty seven (67) respondents (Experimental and control group) used for the study. The administered test instrument were retrieved, marked and scored and the scores used for the analysis. The items with regards to research questions were analysed using mean and standard deviation while null hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The results showed that the effect of jigsaw teaching approach on students’ academic achievement in business education practicum where significantly higher than the effect of lecture method. The findings of the study also showed that there was a significant difference between the retention mean scores of business education NCE II students taught business education practicum using jigsaw teaching approach and those taught using lecture method. The researcher concluded that Jigsaw teaching approach is more effective for improving and enhancing academic achievement and retention ability of NCE II business education students’ in business education practicum. The researcher therefore recommended among others that business education lecturers should adopt Jigsaw teaching approach which is a cooperative and activity-based learning approach in order to improve students learning and achievement and as well enhance retention and mastery of what have been learnt by the students

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Published

2024-12-25