Effect of Jigsaw Teaching Method on Upper-Basic Students’ Achievement in Arabic Language in Ilorin, Nigeria
Keywords:
Arabic, Teaching, Jigsaw method, Student AchievementAbstract
This study examined the effect of jigsaw teaching method on students’ achievement in Arabic language in Upper Basic Schools in Ilorin west, Nigeria. A quasi-experimental design was adopted for the study. The sample consisted of 64 students drawn from two sampled upper basic schools in Ilorin West and Ilorin East Local Government Areas of Kwara State. The sampled schools were randomly assigned to treatment (28 students) and control (36 students) groups. Analysis of Covariance (ANOVA) was used to analyse the data collected. The findings showed that students taught using jigsaw method performed significantly better than their counterparts taught using the conventional method. Based on these findings, it was recommended, among others, that the school administrators should provide a comfortable and relaxed school environment, such that students can be free to execute tutorials and group discussions for themselves. Teachers of Arabic should expose their students to jigsaw method as this will give students an avenue to have intellectual discussions with one another.
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