(Department of Early Childhood and Primary Education, KWASU, 2024-04-04) Dr. Kayade Ezechael Obafemi, Dr. SULYMAN Hafees Tosin , James Chinonso Asogwa
The researcher investigated the effect of reversed jigsaw cooperative learning strategy on pupils’
academic performance in Social Studies in Kontagora Local Government Area of Niger State.
Researcher adopted quasi-experimental research design. A factorial design of 2X2 was adopted
to test the hypotheses. The population was pupils in all primary schools Kontagora Local
Government Area Of Niger State. Sample size for this study was four primary 5 classes with 87
pupils. The multistage sampling technique was used for collection of data. Three hypotheses were
formulated, Instruments were subjected to face and content validity by experts in Social Studies.
Test retest method was adopted to ascertain the reliability of the instrument which was 0.81.
Hypotheses were tested, with Analysis of Covariance (ANCOVA). Findings shown that there was
significant effect of reversed jigsaw cooperative learning strategy on pupils’ academic
performance in Social Studies, There was no significant effect of gender on pupils' academic
performance in Social Studies in Kontagora Local Government Area of Niger State and there
was no significant effect of treatment and gender on pupils' academic performance in Social
Studies in Kontagora Local Government Area of Niger State. Finally, recommendation were
made, Social Studies teachers should be informed on the effect of reversed jigsaw cooperative
learning strategy on pupils’ academic performance in Social Studies.