Abstract:
This study sought to improve Senior High School Chemistry students’ performance and
retention in classification and nomenclature of organic chemistry using the jigsaw
cooperative model. Quasi experimental pretest, posttest and delayed posttest control
group design was adopted by the researcher to carry out the study. The study was
conducted in two Senior High Schools offering chemistry (two different classes during
2012-2013 academic years). Total number of ninety four students (94) obtained from the
two intact classes of the two selected Senior High Schools in the Sunyani municipality of
Brong Ahafo Region of Ghana participated in the study. One of the classes served as the
control, taught with conventional traditional method while the other served as
experimental or treatment, taught with the jigsaw cooperative technique. The instruments
for obtaining data from students were the : Organic Chemistry Concept Test (OCCT),
Students’ Knowledge in Organic Chemistry Concept Test (SKOCCT), Students’
Retention- Achievement Test in Organic Chemistry (SRATOC), and Chemistry Students’
Perception and Attitude towards Organic Chemistry (CSPATOC). Statistical analyses
revealed that there were significant differences between the experimental and control
groups in terms of their attitudes and perceptions, academic achievement, and retention in
favour of the experimental group. It was also found that the jigsaw cooperative learning
model does not segregates female and male in terms of their academic performance in
naming and classifying organic compounds.
In view of these, jigsaw cooperative methods should be used to enhance students’
performance and retention in classification and naming organic compounds.
Description:
A Thesis in the Department of SCIENCE EDUCATION, Faculty of SCIENCE
EDUCATION and submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfillment of the requirements for the
award of M. Phil. in Science Education
AUGUST, 2013
