KNOWLEDGE RETENTION OF CATALOGUING AND CLASSIFICATION COURSES AMONG UNIVERSITY UNDERGRADUATES IN ANAMBRA STATE, NIGERIA; THE PLACE OF JIGSAW AND LECTURE METHODS

Abstract

The purpose of this study was to determine the effect of jigsaw teaching strategy on tertiary students' retention in cataloguing and classification course. Two research question guided the study. The study adopted a pre-test non-equivalent quasi-experimental design. The population of the study consisted of 250 second year library and information science students while the sample size was 45 students drawn through simple random sampling technique. A purposive sampling technique was employed to obtain two universities within Anambra state that have well equipped teaching laboratories, Nnamdi Azikiwe University, Awka and Chukwuemeka Odimegwu Ojukwe University, Igbariam, Federal College of Education(Technical) Umunze (degree awarding institution affliated to nnamdi azikiwe university, awka) were selected. This is because researchers needed well-equipped universities with well-equipped laboratory and experienced lecturers, instrument used for data collection was cataloguing and classification retention test(CCRT), which was constructed and validated by the researchers. Reliability co-efficient of 0.86 were established using Kuder-Richardson (KR-21).Research questions were answered using mean and standard deviation. The results indicated that teaching jigsaw teaching method enhances students' retention in cataloguing and classification than using lecture method. Also, teaching with jigsaw teaching method enhances male students' retention in cataloguing and classification than female students. it was recommended that lecturers should be encouraged to adopt jigsaw teaching method in teaching.