Effects of Jigsaw and Blended Learning Strategies on Basic Science Students’Achievement and Retention taught the Concept of Genetics in Owerri, Imo State

Abstract

This study investigated the effects of Jigsaw and Blended Learning Strategies on achievement and retention of Basic Science students Taught Genetics in Owerri, Imo State. Two research questions and two hypotheses guided the study. Quasi-experimental, non-equivalent control group design precisely, Pre-test post-test control group design was used. Population was 3000 junior Secondary School III students in 2019/2020 academic year. Criteria and purposive sampling technique was used to select two schools out of 15 Co-education schools that met the criteria for this study. Sample was 120 students drawn from two schools of one intact class each. Instrument entitled Basic Science Achievement Test on Genetics was validated. Reliability obtained was 0.92 using Kuder-Richardson (KR-21) formular. Research questions were answered using Mean and Standard Deviation. Hypotheses were tested using Analysis of Covariance, at 0.05 probability level. Findings showed that, Students taught the concept of Genetics using Blended Learning Strategy had the highest achievement score, Students taught the concept of Genetics using Jigsaw Learning Strategy had the highest retention score. There was no significant difference between the achievement scores of students taught the concept of Genetics using Jigsaw and Blended Learning Strategies. There was significant difference between the retention scores of students taught the concept of Genetics using Jigsaw and Blended Learning Strategies. Based on these findings, it was recommended that, Jigsaw and Blended Learning Strategies should be used to teach the concept of Genetics.