Effects of Cubing and Jigsaw Strategies on Achievement in Geometry Concept among Secondary School Students in Rivers State, Nigeria

This study investigated the effects of Cubing and Jigsaw Strategies on achievement in Geometry Concept among secondary school Students in Rivers State, Nigeria. Using a quasi-experimental design, 57 Senior Secondary 2 (SS2) students (29 males and 28 females) from three schools during the 2024/2025 academic session in the study. A validated Mathematics Achievement Test (MAT) with reliability coefficient of 0.73, was used to measure students' achievement before and after a four-week intervention period. Results indicate that students taught using the Cubing strategy achieved the highest post-test mean scores, followed by those in the Jigsaw group, with the lecture-based method being the least effective. A significant difference was found between the two cooperative learning strategies and the conventional lecture method. However, gender did not significantly influence achievement scores, nor was there a significant interaction effect between gender and teaching strategy. These findings support the integration of cooperative learning strategies to enhance mathematics education, particularly in addressing the persistent challenges of poor student achievement in Nigerian schools. The study recommended increased adoption of student-centred and gender-neutral instructional strategies such as Cubing and Jigsaw, for increased achievement in mathematics.