Effect of jigsaw–placemat instructional strategy on the academic achievement of secondary school students in English language in Owerri, Imo State
Clicks: 1
ID: 309382
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
0.0
/100
1 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
Ranked #69 of 145 articles by views in Aminu Kano Academic Scholars Association Multidisciplinary Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 145 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This study examined the effect of the Jigsaw–Placemat instructional strategy on secondary school students’ achievement in English Language. The research adopted a quasi-experimental design involving control and experimental groups with a total of 164 participants. The experimental group comprised 89 students (42 males and 47 females), while the control group consisted of 75 students (40 males and 35 females), all drawn from a population of 4,564 SS2 students in the Orlu Education Zone II. Two research questions guided the investigation. Data were analyzed using mean and standard deviation. The study employed pre-test and post-test scores to determine students’ performance levels in English Language. Findings revealed that the Jigsaw–Placemat instructional strategy significantly enhanced students’ academic achievement compared to the conventional lecture method used with the control group. Moreover, male students demonstrated slightly higher gains than their female counterparts in the experimental group. The study concluded that cooperative learning strategies such as the Jigsaw–Placemat approach foster active participation, improve communication skills, and promote deeper understanding among learners. Consequently, it was recommended that English Language teachers integrate this method into classroom instruction to increase student engagement, interaction, and overall academic success.
| Reference Key |
imported_1762720344_6910fa58484c9
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Evangeline Onyinyechi Nwoko |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.