Effect of Jigsaw Teaching Approach on Students’ Academic Achievement in Business Education Practicum : A Case Study in Colleges of Education, South East Nigeria

Amaka Ukamaka Okeke; Lucy Udoka Dikeocha

doi:10.56741/jpes.v3i01.453

Authors

Amaka Ukamaka Okeke Nnamdi Azikiwe University Awka
Lucy Udoka Dikeocha
lucydikeocha@gmail.com
Alvan Ikoku Federal College of Education https://orcid.org/0009-0008-5849-1945

Keywords:

Academic Achievement, Business Education, Jigsaw, Practicum, Teaching Approach

Abstract

This study focused on the effect of jigsaw teaching approach on students’ academic achievement in business education practicum in colleges of education South-East, Nigeria. Two research questions guided the study while three hypotheses were tested. The study adopted quasi experimental research design of pretest, post-test non-randomized group. The study area is South-East Nigeria. The population of the study comprised 155 Business Education NCE II students from the seven colleges of education in South-East, Nigeria. The sample of the study is 67 NCE II Business Education students from two colleges of education in South-East, Nigeria. A Business Education Practicum Achievement Test (BEPAT) was developed by the researchers as to enable them collect data for the study. The instrument was validated by experts and subsequently administered to the 67 respondents used for the study. The administered test instrument were retrieved, marked and scored and the scores used for analysis. The items with regards to research questions were analyzed using mean and standard deviation while alternative hypotheses were tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed that teaching and learning business education practicum using jigsaw teaching approach improve students’ academic achievement. Result of the hypotheses shows that there was no significant difference between the academic achievement of male and female NCE II students in business education practicum. Findings on the interaction effect of teaching approaches and gender indicates that gender interact to affect students’ achievement in business education practicum. The researcher concluded that jigsaw teaching approach is effective in improving students’ achievement in business education practicum irrespective of gender.

Downloads

Download data is not yet available.

Author Biographies

Amaka Ukamaka Okeke, Nnamdi Azikiwe University Awka

is a distinguished academician, holding the position of Professor in the field of Business Education and Entrepreneurship Studies at Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. Her expertise extends to the intricate domains of Business Education, Entrepreneurship, and Office Technology Information. With a wealth of knowledge and experience, she has contributed significantly to the academic discourse in her areas of specialization. (email: auokeke@unizik.edu.ng).

Lucy Udoka Dikeocha, Alvan Ikoku Federal College of Education

is a dedicated lecturer at Alvan Ikoku Federal College of Education in Owerri, Nigeria. Her academic focus spans various critical areas, with notable contributions in co-authored papers. Among her research interests are women empowerment in entrepreneurship, addressing crucial issues in gender and business, and delving into the challenges posed by information and communication technology in the field of office technology and management. Her commitment to advancing knowledge and fostering academic discourse is evident through her active involvement in these scholarly pursuits. (email: lucydikeocha@gmail.com).

References

Okwelle, P.C., Emeli, E. & Hart, T.U. (2016). Effect of group project method on student’s academic achievement in car battery system in basic technology. International Journal of Advanced Academic Research, Sciences, Technology and Engineering, 2(8), 1-9

Eze, T.I. and Lasisi, B.T. (2018). Effects of cooperative learning method on academic achievement and retention of students in basic technology in Oyo State. NAU Journal of Technology and Vocational Education, 3(1), 159-171.

Obasi, V.A., and Okoro, I.F. (2017). Fundamental Concepts of Curriculum Implementation. Owerri: Cel-Bez Publishers.

Onoja, A.I. and Ugwuoti; O.I. (2021). Biology Education Special Methods. Owerri Mega Atlas projects Limited.

Dikeocha, L.U., Nwagu, C.C., Ugochukwu, N., and Okoronkwo, R.E. (2019). Adoption of modern instructional approaches, effective strategy for teaching and learning business studies in junior secondary schools: Case of selected private and public secondary schools in Owerri Zone, Imo State, Nigeria. Nigerian Journal of Business Education, 6(2), 248-259

Onojetah, S.O. (2014). Business education curriculum and integration of new technology. Nigeria Journal of Business Educators of Nigeria, 2(1), 135-148.

Onyesom, M. and Okolocha, C.C. (2013). Assessment of the adequacy of instructional resources in business education programmes relating to NCCE standards for College of Education in Nigeria. Journal of Education and Learning, 2(2), 165-178. DOI: https://doi.org/10.5539/jel.v2n2p165

Oluwafemi, Uzoegbo, A.O., and Dada, G.A. (2014). Business Education: A vital tool for curbing social vices. Associate of Business Educators of Nigeria (ABEN) Conference Proceeding, 1(1): 220-227.

Okoli, J.N. and Egbunonu, R.N. (2012). Effects of blending learning approach on Nigeria senior secondary school students achievement in biology. International Journal of Education Research and Development, 4(1), 91-97.

Agomuoh, P.C. (2010). Effect of prior knowledge exploration, discussion, dissatisfaction with prior knowledge and application (PEDDA) and the learning circle (TLC) constructivists’ instructional model on students’ conceptual change and retention in physics. Unpublished Ph.D Thesis, Department of Science Education, University of Nigeria, Nsukka.

Nwankwo, M. U., & Okigbo, E. C. (2021). Effect of jigsaw teaching strategy on academic achievement and retention of Anambra State secondary school students in chemistry. Unizik Journal of Educational Research and Policy Studies, 7, 375-386.

Olukayode, A. S., & Salako, E. T. (2014). Effect of Jigsaw Technique and Gender on Students' Attitude to Ethnic Integration and Sustainable Development in Nigeria. World journal of education, 4(3), 46-52. DOI: https://doi.org/10.5430/wje.v4n3p46

Samuel, I. R. (2018). Effects of jigsaw IV, group investigation and reversed jigsaw cooperative instructional strategies on basic science students’ achievement and retention. International Journal of Education Research, 6(2), 54-62.

Agbede, E. A., & Ba’aba, A. A. (2019). Effects of jigsaw and think-pair-share methods on students’ academic performance in accounting in colleges of education in North-East Nigeria. International Journal of Innovative Social & Science Education Research, 7(2), 119-132.

Gambari, I. A., & Yusuf, M. O. (2016). Effects of computer-assisted Jigsaw II cooperative learning strategy on physics achievement and retention. Contemporary Educational Technology, 7(4), 352-367. DOI: https://doi.org/10.30935/cedtech/6181

Mohammed, B.K. and Samuel, I.R. (2022). Effect of jigsaw II learning strategy on students’ achievement in cell and its environment in Niger State, Nigeria. International Journal of Innovative Education Research, 10(1), 69-76.

Nwankwo, M. U., & Okigbo, E. C. (2021). Effect of jigsaw teaching strategy on academic achievement and retention of Anambra State secondary school students in chemistry. Unizik Journal of Educational Research and Policy Studies, 7, 375-386.

Macmillan, M.J. (2019). Jigsaw cooperative learning in physics, its impact on secondary school students’ achievement in Bukuru Metropolis, Nigeria. GLOJACARF, 7(1),40-50.

Dania, P.O. (2014). Effects of gender on students academic achievement in secondary school social studies. Journal of Education and Practice, 5,(21), 78-84.

Eze, T. I., Obidile, J. I., & Akamobi, O. G. (2019). Relative effectiveness of constructivism and meta-Learning teaching methods on male and female students’ academic achievement and retention in basic electricity in technical colleges. Journal of Education and Practice, 10(33), 58-64.

Eze, T., Ezenwafor, J., & Obidile, J. (2016). Effect of gender on students’ academic performance and retention in financial accounting in technical colleges. British Journal of Education, Society & Behavioural Science, 18(4), 1-9. DOI: https://doi.org/10.9734/BJESBS/2016/29583