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General Information
    • ISSN: 2010-3689
    • Frequency: Bimonthly (2011-2014); Monthly (Since 2015)
    • DOI: 10.18178/IJIET
    • Editor-in-Chief: Prof. Dr. Steve Thatcher
    • Executive Editor: Ms. Nancy Y. Liu
    • Abstracting/ Indexing: EI (INSPEC, IET), Electronic Journals Library, Google Scholar, Crossref and ProQuest
    • E-mail: ijiet@ejournal.net
Editor-in-chief
Prof. Dr. Steve Thatcher
University of South Australia, Australia
It is my honor to be the editor-in-chief of IJIET. The journal publishes good papers which focous on the advanced researches in the field of information and education technology. Hopefully, IJIET will become a recognized journal among the scholars in the filed of information and education technology.
IJIET 2015 Vol.5(3): 196-199 ISSN: 2010-3689
DOI: 10.7763/IJIET.2015.V5.501

Effects of Jigsaw Model of Cooperative Learning on Self-Efficacy and Achievement in Chemistry among Concrete and Formal Reasoners in Colleges of Education in Nigeria

J. S. Mari and Sani Abdullahi Gumel
Abstract—The effect of cooperative learning strategy on students self-efficacy and achievement in chemistry at the College of education level in Nigeria have not been adequately investigated. This study therefore investigates such effect by comparing the academic achievement and self-efficacy of concrete and formal reasoners exposed to the strategy and those exposed to the traditional method. Two groups of students were randomly selected for the study. One group was exposed to the Jigsaw model of cooperative learning (experimental group) while the other group was exposed to the traditional method (Control group). Variables investigated were effect of the strategy on academic achievement and self-efficacy of formal and concrete reasoners. T-test statistic was used to analyse the data at P≤0.05 level of significance. Result obtained revealed that: The use of cooperative learning strategy has significant effect on the academic achievement of formal ‘reasoners’ more than that of the concrete ‘reasoners’. The difference is statistically significant. Difference in the effect of cooperative learning strategy between the self-efficacy of students at concrete operational stage and those at formal operational stage who were exposed to cooperative learning strategy was not statistically significant. This paper therefore recommends that chemistry teachers in colleges of education in Nigeria need to have a clear understanding of the reasoning pattern of their students to enable them tailor their teaching to meet the students’ learning need.

Index Terms—Cooperative learning, self-efficacy, concrete reasoners, formal reasoners traditional method.

J. S. Mari is with the Department of Science Education, Ahmadu Bello University, Zaria-Nigeria (e-mail: jsmarison@yahoo.com).
S. A. Gumel is with the Department of Integrated Science, College of Education, Gumel, Jigawa State, Nigeria (e-mail: Sangumel88@yahoo.com).

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Cite: J. S. Mari and Sani Abdullahi Gumel, "Effects of Jigsaw Model of Cooperative Learning on Self-Efficacy and Achievement in Chemistry among Concrete and Formal Reasoners in Colleges of Education in Nigeria," International Journal of Information and Education Technology vol. 5, no. 3, pp. 196-199, 2015.

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