JIG-SAW, BUZZ GROUP LEARNING STRATEGIES AND STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE IN ATIBA LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Abstract

This study investigated firstly, the effect of jig-saw, buzz group, conventional learning strategies and students’ achievement, secondly, the moderating effect of gender of students on achievement in basic science. The study adopted a pretest-posttest, control group, quasiexperimental design. The participants consisted of 208 junior secondary school II students from Atiba local government area in Oyo State, Nigeria. Five instruments were validated for the study. Three hypotheses were tested at p ? 0.05 level of significance. Data collected were analyzed using inferential statistics of Analysis of Covariance (ANCOVA) and Bonferroni Post-hoc. The result revealed there was a significant main effect of treatment on students’ achievement in basic science, no significant main effect of gender on students’ achievement and that the interaction effect of treatment and gender on students’ achievement was not significant. It was therefore recommended that teachers should use the strategies above to improve the achievement in basic science teaching.