Effect of Jigsaw Cooperative Instructional Strategy on Students’ Acquisition of Mathematics Process Skills

The study investigated the effect of Jigsaw Cooperative Instructional Strategy on students’ acquisition of Mathematics process skills in Senior Secondary Schools in Delta State, Nigeria. Four (4) research questions were raised, hypothesized and tested at 0.05 alpha level of significance. Quasiexperimental non-equivalent pretest, posttest, non- randomized control group design was used. The population of the study was 3716 students. The sample for study consisted of 114(0ne hundred and fourteen); the experimental group consists of 66(sixty six) students which comprised 28 boys and 38 girls while the control group comprised 48: 21male and 27 female. Data collected through Mathematics Achievement Test (MAT) were analyzed and interpreted using descriptive statistics: mean, standard deviation and inferential statistics: t-test and Analysis of Covariance (ANCOVA). The findings of the study revealed that the strategy recast acquisition of Mathematics process skills in Geometry among students. Therefore, based on the finding of the study, the following recommendations were made: Mathematics teachers should be encouraged to adopt the strategy to teach selected topics like Geometry to enhance students’ active participation during lessons for better understanding and students should be given the opportunity to develop various skills through the use of strategy.