Effects of Jigsaw Cooperative Learning Approach and Lecture Instructional Approach on Students’ Retention in Mathematics in Schools in Delta State

The effects of the lecture method and the jigsaw cooperative learning approach on students’ retention of mathematics was examined in this study. The thirty-nine thousand nine hundred and four (39,904) students enrolled at Delta State made up the study’s population. Using simple random sampling, two hundred and forty students made up the sample. The researcher-created mathematics achievement test (MAT) served as the study’s instrument. It consists of fifty multiple-choice questions that were utilized for the retention test, pretest, and posttest. A reliability coefficient of 0.84 was obtained using the Kuder Richardson Formula 21 (KR-21) after the validity of the instrument was assessed by three experts in science education. To direct the investigation, two research questions and hypotheses were presented and developed. The t-test and ANCOVA were used to test the hypothesis at the 0.05 level of significance, and the mean and standard deviation were used to answer the research questions. The study’s conclusions showed that: Jigsaw cooperative learning and lecture methods had a significant effect on students’ retention of mathematics. Additionally, there was a noteworthy variation in the mean retention. This study concluded that jigsaw cooperative learning strategy can improve students’ retention of mathematics more than lecture group, and therefore recommends that the cooperative jigsaw learning approach should be adopted by mathematics teachers in teaching mathematics in senior secondary school.