Using the jigsaw cooperative learning model to improve the teaching of integrated science at Saint Monica’s Junior High School

Abstract

An action research was undertaken to investigate into the effects of using cooperative learning on pre-service teachers in enhancing their performance in teaching Integrated Science at Junior High School (JHS). The investigation sought to motivate and improve the attitudes of the female pre-service teachers towards learning and teaching science through cooperative learning. The data collection instruments were researcher observation, questionnaires and achievement tests. This study was done at St. Monica‟s College of Education. The population of study was all the second year pre-service teachers pursuing the Diploma in Basic Education (DBE). The sample was made up of all the 40 female pre-service teachers in the class. The results of the study showed that cooperative learning strategy was very relevant and beneficial in helping the DBE pre-service teachers of St. Monica‟s College of Education to improve upon their performance in teaching “Integrated Science” in Junior High School, because they were able to secure higher test scores after the intervention as compared to their test score before the intervention. It is recommended that classroom teachers should endeavour to integrate cooperative learning into their routine methods of instruction in science classes. Educational policy makers should undertake the establishment and promotion of cooperative learning centres to plan, oversee, and coordinate cooperative learning in our schools in the country irrespective of the level of education.