MIND-MAPPING AND JIG-SAW INSTRUCTIONAL STRATEGIES AS PANACEA TO IMPROVING SENIOR SECONDARY SCHOOL STUDENTS' PERFORMANCE AND SKILL ACQUISITION IN AGRICULTURAL SCIENCE IN OSUN STATE, NIGERIA

Abstract

The study investigated the effectiveness of mind mapping and jigsaw instructional
strategies on Senior Secondary School (SSS) students' academic performance as
well as practical skills acquisition in Agricultural Science in rural and urban areas
of Osun State. The study adopted pre-test, post-test quasi experimental research
design on the population of all Agricultural Science students in SSS II; using a
sample of 194 students in six intact classes selected by multistage sampling
procedure. The instruments for data collection were Agricultural Science
Achievement Test (ASAT) and Agricultural Science Practical Skills Test (ASPST).
Data collected were analysed using mean and Analysis of Covariance (ANCOVA).
The results showed a significant difference in the effectiveness of the two
instructional strategies on students' academic performance (F= = 62.177, p(2,190)
<0.05) with mind mapping instructional strategy having higher significant effect on
students' academic performance (X=12.2063). The results also showed a significant
difference in the effectiveness of the instructional strategies on students' practical
skills acquisition (F= = 72.198, p <0.05). The result finally showed no(2,190)
significant difference in the interaction effect of school location and the instructional
strategies on students' practical skills acquisition in Agricultural Science (F= =(2,187)
0.116, p > 0.05). The study concluded that mind mapping was more effective in
improving the academic performance while jigsaw was more effective in improving
practical skills (X=13.0588).