Improving the Academic Performance and Attitude towards Mathematics Using Jig Saw Strategy in Remote Learning

Abstract

This study aimed to find out the effectiveness of Jigsaw strategy on Students’ Attitude towards Mathematics. The Quasi Pretest- posttest design was used. The main research instruments used in the study were the Attitude Scale Inventory and a 75- item multiple choice having a reliability coefficient of 0.82. Data were statistically analyzed using mean, standard deviation and the t-test for independent means.
 Results revealed that a). There is an improvement in the attitude scores of the participants as manifested in the mean difference of 0.116 (posttest and pretest scores). Students became more homogeneous in their posttest as revealed in the standard deviation value; b). There is a significant difference between the attitude mean scores of the participants’ posttest and pretest; c). There is an improvement in the academic performance of the participants as revealed in the mean difference of 4.08. Also students became more homogeneous in their posttest as shown in the computed standard deviation; d). There is a significant difference between the academic performance of the participants’ posttest and pretest.
 From the findings of the study, the following conclusions were drawn: Jigsaw strategy improves students attitude towards mathematics during remote learning; and Jigsaw strategy enhanced students’ academic achievement during remote learning classes in Mathematics.