Effect of Smartphone-Assisted Jigsaw Cooperative Learning on Senior Secondary School Students’ Achievement in Mathematics within Education District IV, Lagos State
Abstract
This study investigated the effect of smartphone-assisted Jigsaw cooperative learning on senior secondary school students' achievement in mathematics in addition to determining how gender and smartphone efficacy as moderating variables influenced students' achievement in mathematics. The study was guided by three research questions and six hypotheses. Purposive sampling was used to select two (2) schools from Educational District IV of Lagos State. Five hundred and thirty-four students from intact classes were assigned into experimental and control groups. The Smartphone Assisted Learning Package was the treatment while Mathematics Achievement Test served as the data collection instrument. Descriptive and inferential statistics employed include mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings indicated that students who were taught mathematics using a smartphone-assisted Jigsaw strategy performed significantly better than those exposed to the traditional method of teaching. Smartphone efficacy and gender had no significant consequence on students' achievement in mathematics. Findings led to recommendations including that teachers should expose mathematics students to smartphone-assisted Jigsaw cooperative learning strategy to promote active learning and interaction leading to a significant gain in students' mathematics achievement.
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References
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