THINK–PAIR–SHARE AND JIGSAW TEACHING METHODS AS CORRELATES OF STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA

Abstract

The persistent fluctuations in students’ academic performance in Financial Accounting in Nigerian secondary schools have raised concerns among educators. This has been attributed to teacher-centered instructional approaches that limit participation. Consequently, cooperative teaching strategies have become important. This study examined Think–Pair–Share and Jigsaw teaching methods as correlates of students’ academic achievement in Anambra State, Nigeria. A correlational design was adopted. The population comprised 569 Senior Secondary School II students offering Financial Accounting in public secondary schools in Anambra State. A sample of 240 students was selected using stratified random sampling. Data were collected using the Think–Pair–Share and Jigsaw Teaching Methods and Academic Achievement Questionnaire (TPJTMSAAQ). Reliability was established using Cronbach Alpha, yielding 0.82. Data were analyzed using Pearson Correlation and regression at the 0.05 level. Findings revealed a moderate positive relationship between Think–Pair–Share and students’ academic achievement (r = 0.69, p < 0.05), while Jigsaw showed a strong positive relationship (r = 0.78, p < 0.05). Both methods predicted students’ academic achievement. The study concluded that integrating Think–Pair–Share and Jigsaw enhance students’ academic achievement. Teachers were advised to adopt these strategies