‘Effects of Jigsaw Learning Strategy Integrated with Computer Simulations on Students’ Achievement, Attitude and Retention in Learning Acid and Base Concepts at Jimma Secondary School

Abstract

Many students struggle to grasp complex and abstract chemistry concepts due to ineffective teaching methods. Conventional instructional approaches have been inadequate in addressing this issue, leading to low student achievement, retention, attitudes, critical thinking, and problem-solving skills in secondary school chemistry. According to the Ethiopian Ministry of Education, students have been performing below expected standards in national examinations. This research investigates the effects of integrating the jigsaw learning strategy with computer simulations (JLSICS) on students' academic achievement, retention, and attitudes towards learning about acids and bases. The study also aims to examine the impact of JLSICS on the learning of acids and bases for both male and female students. Furthermore, it assesses the effect of JLSICS on the correlation between students' achievement and attitudes in learning acid and base concepts. The study employed a quantitative research method and a quasi-experimental design with non-equivalent pretest and posttest groups, including two experimental groups and one comparison group. A purposive sampling technique was used to select a sample of two intact classes for experimental and one intact class for comparison groups. 144 grade 10 students participated in the study. Data were collected using adapted Chemistry Achievement, Attitude, and Retention Tests, as well as a classroom observation checklist. Statistical analyses, including mean, standard deviation, independent t-test, one-way ANOVA, Multivariate Analysis of Variance and Pearson correlation coefficient, were used to analyze the data. The results showed that students taught using JLSICS demonstrated improved achievement, attitude, and retention compared to those taught with conventional methods (CM) or the jigsaw learning strategy (JLS) alone. Significant differences were found between the groups in terms of post-test achievement, attitude, and retention. JLSICS led to higher levels of achievement, attitude, and retention than conventional methods or jigsaw learning strategy alone. No significant differences were found between male and female students in posttest achievement, attitude, and retention, and there was no significant interaction effect between treatment and gender. The implementation of the JLSICS approach resulted in a positive correlation between students' attitudes and achievement, indicating that attitudes impact achievement and achievement influences attitudes. The integration of the jigsaw learning strategy and computer simulations appears to be an effective approach for enhancing students' achievement, attitude, and retention in secondary school XIV chemistry. This research indicates that chemistry teachers and teacher training institutions should utilize JLSICS to improve students' understanding of acid and base concepts, as well as chemistry as a whole. The findings highlight the potential of integrating the jigsaw learning strategy and computer simulations to address the longstanding challenges in teaching and learning complex chemistry topics, leading to improved student outcomes.