Research Article
Isiaka Amosa Gambari, Mudasiru Olalere Yusuf
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 352-367
ABSTRACT
This study investigated the effects of computer-assisted jigsaw II cooperative strategy on
physics achievement and retention. The study also determined how moderating variables
of achievement levels as it affects students' performance in physics when Jigsaw II
cooperative learning is used as an instructional strategy. Purposive sampling technique
was used to select two senior secondary school class II (SSSII) physics students from two
intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were
assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. ComputerAssisted
Learning Package (CALP) on physics and Physics Achievement Test (PAT) were
used as treatment and test instruments. Analysis of Covariance and Scheffe’s test were
used for data analysis. Findings indicated that students taught physics using computerassisted
Jigsaw II performed better and retained the physics concepts longer than those
taught using individualized computer instruction. In addition, achievement levels had
significant influence on their performance. Based on the findings, it was recommended
among other that physics teachers should be encouraged use computer-assisted Jigsaw II
cooperative strategy to enhanced students’ performance.
Keywords: Jigsaw II, Computer assisted instruction, Cooperative learning, Achievement levels, Retention, Physics
Research Article
Isiaka A. Gambari, Sherifat A. Balogun, Ahmadu S. Alfa
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 316-330
ABSTRACT
This paper discusses importance of technology education and evidences of declining performance of junior secondary school students in basic technology subject. Potentials on interactive whiteboard (IWB) as one of the new technologies to meet the challenges of the 21stcentury are also discussed. The efficacy of IWB for teaching Isometric and Orthographic projection concepts in Technical Drawing aspect of Basic Technology was determined using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. A 2x2x3 factorial design was employed. Ninety Four (49 males and 45 females) and (31 high, 51 medium and 12 low achievers) JSS-1 students from two secondary schools in Abuja Metropolis made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concepts of Isometric and Orthographic Projections using IWB and (Chalkboard) traditional method were used for the control group. A validated Basic Technology Achievement Test (BTAT) comprised of 25-item multiple-choice object test was employed for data collection. The reliability coefficient of BTAT was 0.88 using Kuder-Richardson (KR-20). The hypotheses were tested using ANCOVA and Scheffe post-hoc analysis. Results revealed that the students taught with IWB performed better than the control group. Also, high achievers performed better than medium and low achievers respectfully. The IWB was found also to be gender friendly. Based on the findings, it was recommended that the use of IWB should be encouraged in Nigerian schools.
Keywords: Interactive whiteboard, Isometric and Orthographic, Psychomotor skills, Gender, Achievement levels