Using jigsaw model to enhance S.H.S chemistry students’ performance in organic compounds’ classification and nomenclature

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.