—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.
—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: firstname.lastname@example.org).
S. A. Gumel is with the Department of Integrated Science, College of
Education, Gumel, Jigawa State, Nigeria (e-mail: Sangumel88@yahoo.com).
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.