Effects of jigsaw cooperative learning strategy on chemistry students’ understanding of rate of chemical reaction

Abstract

This research was to examine the effects of jigsaw cooperative learning strategy on chemistry students’ understanding of rate of reaction in the Bompeh Senior High Technical School and Adiembra Senior High School in the Western region of Ghana. An experimental design was used. Data was collected using a ‘pen and pencil’ test and questionnaire. A total of 84 students were sampled; 42 from each school using a simple random sampling technique. The experimental group was taught using the jigsaw cooperative learning method and the control group was taught using the traditional lecture method. The data was analysed using a chi square statistical analysis tool. The pre-test and post-test administered to the experimental group showed that, there is a significant change in the students’ understanding of rate of reaction when the intervention (jigsaw cooperative learning method) was used to teach the experimental group. Findings demonstrate that, the jigsaw cooperative learning technique brings about better understanding of the concept of rate of reaction rather than the traditional method. Jigsaw cooperative learning was able to help students improve on their interpersonal relationship since they were able to interact among themselves to find solution to problems. It was recommended that teachers should employ the jigsaw cooperative learning strategy in the teaching and learning of concepts in chemistry.