A New Piece of the Puzzle: Deploying Technologically-Enhanced Jigsaw Method to Solve the Puzzle of Meaningful Learning in Biology
DOI:
https://doi.org/10.53797/aseana.v3i1.2.2023Keywords:
Secondary School/Introductory biology, Jigsaw method, Students’ achievement, TechnologyAbstract
This study explores the potency of Technologically Enhanced Jigsaw Method (TEJM) in breaking the barriers to meaningful learning of biology concepts. The explanatory sequential design was employed. A total of 102 secondary school (II) students from two randomly selected schools in Lagos State Education District V participated in the study. The Nervous Coordination Achievement Test (NCAT) which had a reliability coefficient of 0.76 was the instrument used to collect the quantitative data. Treatment lasted Four weeks after the conduct of the pretest, the experimental group was taught using Technologically Enhanced Jigsaw Method and the control group was taught using the conventional lecture method. One-way ANCOVA was employed to analyse the data. The students in the experimental group taught using Technologically Enhanced Jigsaw Method performed significantly better than their control group counterparts. Also, the students had a positive view towards the effectiveness of the Technologically Enhanced Jigsaw Method. Within the limitations of the study, we concluded that Technologically Enhanced Jigsaw Method is capable of promoting meaningful learning in biology. Based on the findings of this study, we recommended that the teachers should employ Technologically Enhanced Jigsaw Method for promoting meaningful learning of biology in contemporary and technology-driven societies. Implications of the study were highlighted.
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Copyright (c) 2023 Umar Ayotunde Adam, Soladoye Nurudeen Lameed, Oluwabusayo Tonade, Franklin U. Onowugbeda, Benjamin Ayodeji, Ige Adeleke Michael, Ismail Olaniyi Muraina
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