Effects of Jigsaw (iv) Instructional Strategy on Performance and Retention in Mensuration Concept Among Secondary School Students in Katsina State

Abstract This study examined the Effect of Jigsaw (IV) Instructional Strategy on Performance and Retention in Mensuration Concept among Secondary School Students in Katsina State. A quasi-experimental design was adopted for the study. The population of the study consists of 77,117 (44,113 Male & 33,004 Female) senior secondary school class two (SS II) mathematics students during the 2024/2025 academic session in Katsina State. A sample size of 159 (84 Male & 75 Female) students were selected from the target population using a multistage sampling technique. Data were obtained using the Mensuration Performance Test (MPT), which was validated and a reliability coefficient of 0.89 was obtained. The research questions were answered using mean and standard deviation, and hypotheses were tested using ANCOVA at 0.05 level of significance. The findings revealed that students taught mensuration using jigsaw (IV) instructional strategy (J4IS) significantly outperformed and retained the concept better than those taught using the lecture method (LM). Based on these findings, J4IS was more effective in teaching mensuration concept than LM and recommended that mathematics teachers should adopt the J4IS to enhance students’ engagement, performance, and retention in mensuration and related topics. Keywords: Jigsaw IV, Performance, Retention, Mensuration