Effects of Student Teams Achievement Divisions and Jigsaw Cooperative Learning Strategies on Students’ Learning Outcomes in Electronics

Abstract

This study was based on the premise that students have difficulties and alternative conceptions regarding electronics concepts and that cooperative learning methods could solve these issues. Therefore, this study compared the effects of Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models on senior high school students’ learning outcomes in electronics concepts. A total of 103 Form 2 senior high schools in the Cape Coast Metropolis students offering the general science programmes were randomly selected using computer-generated random numbers. The study used a quasi-experimental, pretest-posttest non-equivalent group design, with 41 students from one intact class at one school allocated to the STAD group and 62 students from another school assigned to the Jigsaw group. Both quantitative and qualitative research methodologies were used for data collection. The results showed that students in the Jigsaw group significantly performed better than their STAD counterparts in terms of achievement and conceptual understanding. Moreover, while addressing students' alternative conceptions in electronics, the Jigsaw cooperative learning technique helped students change their conceptions than the STAD method. After using both strategies, students' motivation and attitudes toward studying electronic concepts improved. It was suggested that senior high school teachers adopt STAD and Jigsaw cooperative learning models into their teaching tactics, particularly for complicated areas such as electronics, to improve students’ achievement and understanding.