Effects of Jigsaw Teaching Method on Students’ Performance /Proficiencies in Cataloguing and Classification Course

Abstract

This study adopted a quasi-experimental design, specifically pre-test, post-test, on-equivalent control group, to investigate the effect of jigsaw teaching method on students’ performances/proficiencies in cataloguing and classification course. The population of the study is one hundred and five (105) second year library and information science students in government universities in Anambra State. A sample of 45 second year library and information science students was draw by simple random sampling technique from the government universities in Anambra State, Nigeria. Two research questions and one hypothesis guided the study. The instrument was Cataloguing Achievement Test (CAT) made up of 27 items. The instrument was validated by two experts and it obtained a reliability coefficient of 0.86 after being tested with the use of Kuder Richardson K-R21 correlation. Data collected were analysed using mean and standard deviation for answering the research questions and ANCOVA for testing the null hypotheses at 0.05 level of significance. The result of the data analysis showed a significant difference in the mean achievement scores of students taught with jigsaw (experimental group) and lecture methods (control group) in favour of the experimental group. Thus it was recommended among other things, that lecturers should adopt the use of jigsaw teaching method in classroom instruction in order to enhance students’ academic achievement in cataloguing and classification course.