EFFECTIVENESS OF FLOW-MAP AND JIGSAW INSTRUCTIONAL STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES IN BASIC SCIENCE AND TECHNOLOGY IN ILE-IFE, OSUN STATE

Abstract

The study investigated the effectiveness of flow-map and jigsaw instructional
strategies on junior secondary school students' academic achievement in Basic
Science and Technology in Osun State. It also examined the effectiveness of the
two instructional strategies in enhancing junior secondary school students'
interest towards the learning of Basic Science and Technology concepts in Osun
State. These were with a view to providing information on effectiveness of the two
instructional strategies on junior secondary school students' learning outcomes in
Basic Science and Technology in Osun State, Nigeria. The study employed the
pretest, posttest control group quasi-experimental research design. The study
population comprised all junior secondary school students of Basic Science and
Technology in Osun State. The study sample consisted of 75 junior secondary two
(JSII) students in their intact classes who were selected using simple random
sampling technique from three selected schools in Ile-Ife, Osun State. Two
research instruments were used to collect data which are: Basic Science and
Technology Achievement Test (BSTAT) and Interest of Students towards Basic
Science and Technology Questionnaire (ISBSTQ). Data collected were analyzed
using Analysis of Covariance (ANCOVA). The results of the study showed that
there was a significant effectiveness of flow-map and jigsaw instructional
strategies on junior secondary school learners' academic accomplishment in
Basic Science and Technology in Osun State at (F?₁ ‚ 7₂ ? = 11.66; p < 0.05.
Partial ?²= 0.25). The result also revealed a significant effectiveness of flow-map
and jigsaw instructional strategies on interest of students towards Basic Science
and Technology in junior secondary schools in Osun state (F?‚ ₄ = 35.79; p <
0.05. Partial ?²= 0.43). The study concluded that flow-map and jigsaw
instructional strategies were effective in improving students' academic
achievement and their interest towards the learning of Basic Science and
Technology if properly proctored in the classroom.