DEMONSTRATION AND JIGSAW TEACHING STRATEGIES ON ACADEMIC PERFORMANCE OF STUDENTS IN BIOLOGY IN UYO LOCAL GOVERNMENT AREA

The study was carried out to investigate demonstration and jigsaw teaching strategies and academic performance of students in biology in Uyo Local Government. In order to achieve this purpose, three objectives, three research questions and three null hypotheses were formulated to guide the study. The design for the study was quasi- experimental design. The population of this study consisted of all the of senior secondary two Biology students in the 15 public secondary schools in Uyo Local Government Area. The sample for the study was 99 SS 1I Biology students drawn from the two public secondary schools in the study area. The sampling technique used was simple random sampling technique. The instrument used for the study was “Biology Performance Test (BPT)”. The instrument was subjected to face and content validity. A reliability coefficient was established using Kuder Richardson formular for reliability coefficient determination. A reliability coefficient of 0.82 was obtained and considered high enough to put the instrument to use for data collection in the study. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses. The findings of this study showed that there is no significant difference in the mean performance scores of students taught the concept of respiratory system using demonstration and jigsaw teaching strategies. It also revealed that there is no significant difference in the mean performance scores of male and female students taught the concept of respiratory system using demonstration teaching strategy. Finally, there is no significant difference in the mean performance scores of male and female students taught the concept of respiratory system using jigsaw teaching strategy. Based on the findings, it is concluded that both teaching methods are equally effective in facilitating students' understanding of biological concepts. Given this finding, educators may choose either strategy based on classroom dynamics, student preferences, and available resources. It is recommended among others that Akwa Ibom State ministry of education should organize seminars, workshops and conferences for teachers, most especially, Biology teachers on how to use demonstration and jig saw teaching strategies.