EFFECT OF JIGSAW TEACHING STRATEGY ON UPPER BASIC II STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH VOCABULARY AND READING COMPREHENSION SKILLS

Abstract

This study examined the effect of the jigsaw teaching strategy on upper basic II students’ achievement in English vocabulary and reading comprehension skills. The study adopted a quasi-experimental design involving pre-test and post-test with experimental and control groups. A total of 105 upper basic II students from selected secondary schools in Ankpa Local Government Area were sampled for the study. The experimental group was taught using the jigsaw teaching strategy, while the control group received instruction through the conventional method. Three research questions and three corresponding hypotheses guided the study. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The findings revealed that students taught using the jigsaw strategy performed significantly better in vocabulary and reading comprehension than those taught with the conventional approach. Based on the findings, it was concluded that the jigsaw teaching strategy is an effective, inclusive, and context-sensitive method for improving students’ vocabulary acquisition and reading comprehension. The study recommends its adoption in English language classrooms, especially in underserved areas.