EFFECTS OF GROUP INVESTIGATION AND JIGSAW INSTRUCTIONAL TECHNIQUES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND TRANSFERABILITY IN ECONOMICS IN KOGI STATE, NIGERIA
The study centered on the effect of Group Investigation and Jigsaw Instructional Techniques on students’ achievement and transferability in Economics in Kogi State. The study adopted quasi-experimental design specifically pre-test post-test group design. The study was conducted in four senior secondary schools within Ankpa Local Government Area drawn through a purposive random sampling technique from forty three (43) senior secondary schools in the area. The sample consisted of three hundred and Eighty four (384) SS II students comprised of 191 male and 193 female students from four intact classes. The four classes were randomly assigned two each to the two experimental groups. Five research questions and five hypotheses were formulated and tested at 0.05 level of significance to guide the study. Economic Achievement Test (EAT) and Economics Transferability Test (ETT) were used to collect data. The data collected were analyzed using mean and standard deviation for answering research questions and Analyses of Covariance (ANCOVA) were used to test the null hypotheses at the probability level of 0.05. Finding of the study revealed that Jigsaw Instructional Technique has more effect on students’ achievement and transferability in Economics than the Group Investigation. But the difference is not significant. It also showed that male students’ achievement and transferability scores were higher than their female counterparts when taught with these two instructional techniques. The difference is also not significant. Finally, the researcher recommended that Economics teachers should adopt jigsaw instructional technique and group investigation instructional technique to facilitate teaching and learning and thereby improves students’ performance in the subject.