CHAPTER THREE

Research Methodology

3.1 Research Design

The research design is a blueprint for conducting a study that outlines the

procedures for collecting, analyzing, and interpreting data. This section describes

the research design used to investigate the impact of the Jigsaw method on

secondary school student performance in mathematics in Gwagwalada Area

Council, FCT Abuja. The design was carefully chosen to address the research

questions and objectives, ensuring the reliability and validity of the result.

This study adopts a quantitative research paradigm and a quasi-experimental

design, specifically the non-equivalent control group design. Quantitative research

is well-suited for studies seeking to quantify relationships between variables,

measure the effectiveness of interventions, and make generalizations based on

statistical analysis (Creswell & Creswell, 2018). This design was chosen because it

allows for the comparison of outcomes between a group of students exposed to the

Jigsaw method (experimental group) and a group not exposed to it (control group).

This design is often used in educational research when random assignment is not

feasible (Bryman, 2017).

The study was conducted at Gwagwalada Area Council, FCT Abuja senior

secondary school, where two intact classes of Senior Secondary 2 students were
selected. One class was assigned as the experimental group and the other as the

control group. The classes were chosen based on their similar academic

performance history, ensuring comparability between groups.

The primary instrument used for data collection was a standardized mathematics

achievement test designed to assess students' understanding of algebra and

geometry. This test was administered as both a pre-test and a post-test to measure

the students' knowledge before and after the intervention.

Additionally, a student questionnaire was used to collect data on students'

perceptions of the Jigsaw method, including their engagement, motivation, and

collaboration skills. The questionnaire included both closed and open-ended

questions, allowing for a comprehensive understanding of students' experiences

(Fowler, 2019).

3.2 Population of the Study

The population of a study refers to the entire group of individuals or entities that

meet the criteria for the research focus. This section outlines the population

targeted for this study, focusing on the impact of the Jigsaw method on

mathematics performance at a senior secondary school in Gwagwalada Area

Council, FCT Abuja.

The school serves a diverse student body from various socio-economic

backgrounds. It offers a broad curriculum that includes both the sciences and the

arts, with a strong emphasis on mathematics as part of its core academic subjects.

The target population for this study comprises all students enrolled in Senior

Secondary 2 (SS2) during the 2023/2024 academic year with a total population of

200 students. These students are distributed across four different classes (SS2A,

SS2B, SS2C, SS2D), with each class containing approximately 50 students. The

population includes both male and female students, aged between 15 and 17 years.

SS2 students were chosen because they are at a critical stage in their mathematics

education, having completed foundational mathematics courses and preparing for

more advanced topics.

The population is characterized by a mix of academic abilities, with students

varying in their prior performance in mathematics. This diversity is important for

assessing the effectiveness of the Jigsaw method across different levels of student

proficiency. Additionally, the population includes students from various cultural

and linguistic backgrounds, reflecting the diverse nature of the school's catchment

area. Understanding the population's characteristics allows for a more tailored

implementation of the Jigsaw method and provides insights into its effectiveness in

a typical Nigerian secondary school setting.

3.3 Sample and Sampling Technique

The sample for the study consisted of two intact classes of Senior Secondary 2

(SS2) students. These classes were selected for their similar academic backgrounds

and performance levels in mathematics, ensuring that any observed differences in

outcomes could be attributed to the intervention rather than pre-existing disparities.

The total sample size comprised 200 students, with 50 students in each class. One

class was designated as the experimental group, which received the Jigsaw method

of instruction, while the other class served as the control group, continuing with

the traditional teaching method. The use of intact classes as the sample aligns with

the quasi-experimental design adopted for this study, where random assignment to

groups was not feasible due to administrative constraints.

The sampling technique used in this study was purposive sampling. Purposive

sampling is a non-probability sampling method where the researcher selects the

sample based on specific characteristics that align with the study’s objectives

(Etikan, Musa, & Alkassim, 2016). In this case, the researcher selected the SS2

classes that were most comparable in terms of academic performance, ensuring

that the experimental and control groups were similar at the outset of the study.

The decision to use purposive sampling was guided by the need to maintain the

integrity of the classes as intact units, a requirement imposed by the school

administration to avoid disrupting the students' regular learning activities. This

approach also allowed the researcher to focus on a population that was particularly

relevant to the research question.

Purposive sampling was chosen because it allowed for the deliberate selection of

classes that were most suitable for the research objectives. This technique is

especially useful in educational research where the researcher seeks to study

specific groups that meet predetermined criteria (Palinkas et al., 2015). The

homogeneity of the selected classes in terms of academic ability and grade level

enhanced the reliability of the study's findings, as it minimized the variability that

could arise from differences in students’ prior knowledge and skills.

The sample and sampling technique employed in this study were carefully chosen

to ensure that the results would be both reliable and applicable to similar

educational contexts. By using intact classes and purposive sampling, the study

was able to maintain the integrity of the experimental design while addressing

practical constraints within the school setting.

3.4 Research Instrument

The research instrument is a crucial tool used for data collection in any empirical

study. For this study, the primary research instruments were a standardized

mathematics achievement test and a student perception questionnaire. These

instruments were specifically designed to measure the impact of the Jigsaw method

on students' performance in mathematics and to gather insights into students'

attitudes and perceptions regarding the instructional method.

The mathematics achievement test was developed to assess students' knowledge

and skills in key areas of the SS2 mathematics curriculum, with a focus on algebra

and geometry.

The student perception questionnaire was designed to capture qualitative data on

students' attitudes toward the Jigsaw method and their experiences during the

study.

The research instruments used in this study were carefully selected and validated to

ensure the reliability and validity of the data collected.

3.5 Description of Instrument

The Mathematics Achievement Test was developed to assess students’ mastery of

specific mathematics concepts covered in the Senior Secondary 2 (SS2)

curriculum, particularly in areas such as algebra and geometry. The test aimed to

measure both the baseline knowledge of the students (pre-test) and any academic

improvements following the implementation of the Jigsaw method (post-test).

The test consisted of 40 multiple-choice questions, each with four options, from

which students had to select the correct answer. The questions were designed to
cover a range of difficulty levels, from basic recall to higher-order thinking skills,

such as problem-solving and application of mathematical concepts. The questions

were drawn directly from the curriculum and were aligned with the learning

objectives for SS2 mathematics (Oluwatayo, 2019).

The test was administered twice, once before the intervention as a pre-test and

once after the intervention as a post-test. The administration was conducted in a

controlled environment to minimize external variables that could affect students'

performance. Each correct answer was awarded one point, resulting in a possible

score range of 0 to 40. The scores from the pre-test and post-test were then

compared to determine the effect of the Jigsaw method on students' mathematics

achievement.

The Student Perception Questionnaire was designed to gather qualitative data on

the students' attitudes, feelings, and perceptions regarding the Jigsaw method. It

aimed to capture students' engagement with the learning process, their experiences

with peer collaboration, and their overall satisfaction with the new instructional

approach.

The questionnaire comprised two sections, the first section included 15 closed-

ended questions using a 5-point Likert scale ranging from "Strongly Disagree" to

"Strongly Agree". These questions focused on various aspects of the students'

experiences, including their perceived understanding of the material, enjoyment of

the lessons, and the effectiveness of group work. The second section featured 5

open-ended questions that allowed students to express their thoughts more freely.

These questions encouraged students to describe what they liked or disliked about

the Jigsaw method, any challenges they faced, and their overall impressions of its

impact on their learning (Cohen, Manion, & Morrison, 2018). The questionnaire

was subjected to both content and face validity checks by experts in educational

research. Their feedback helped refine the questions to ensure clarity and

relevance, thereby enhancing the reliability and validity of the data collected

(Taber, 2018). The questionnaire was administered after the completion of the

post-test to avoid influencing students' responses during the testing phase. It was

conducted in a relaxed classroom environment where students could provide their

honest opinions without pressure.

The use of both a standardized Mathematics Achievement Test and a Student

Perception Questionnaire provided a comprehensive means of evaluating the

effectiveness of the Jigsaw method. While the test provided quantitative data on

students' academic progress, the questionnaire offered qualitative insights into the

learning process, ensuring a well-rounded understanding of the intervention's

impact (Bryman, 2017).

The research instruments used in this study were carefully designed, validated, and

administered to collect reliable and valid data. The Mathematics Achievement Test
assessed students' knowledge and skills in mathematics, while the Student

Perception Questionnaire provided insights into their attitudes and experiences.

Together, these instruments offered a robust framework for evaluating the

effectiveness of the Jigsaw method in improving mathematics education at

Gwagwalada Area Council, FCT Abuja senior secondary school.

3.6 Validation of Instruments

Validation is a critical process in research that ensures the accuracy and

appropriateness of the instruments used for data collection. In this study, the

research instruments, namely the Mathematics Achievement Test and the Student

Perception Questionnaire, were subjected to rigorous validation procedures to

establish their content validity, and construct validity. This step was crucial to

ensure that the instruments effectively measured what they were intended to

measure.

Content validity refers to the extent to which a test measures all aspects of the

content it is supposed to cover. The Mathematics Achievement Test was developed

based on the SS2 mathematics curriculum, ensuring that the questions reflected the

topics students had been taught. To further enhance content validity, the test was

reviewed by a panel of three experts in mathematics education. These experts

evaluated the test items to ensure they were comprehensive, appropriately

challenging, and aligned with the learning objectives for SS2 mathematics

(Oluwatayo, 2019). Based on their feedback, some questions were revised for

clarity and relevance, and a few were replaced to better represent the curriculum.

The content validity of the Student Perception Questionnaire was established

through a similar process. The questionnaire was reviewed by two educational

psychologists and one experienced mathematics teacher, who assessed the

relevance and clarity of each item. Their recommendations led to modifications

that ensured the questionnaire effectively captured students' perceptions of the

Jigsaw method, including aspects of engagement, understanding, and satisfaction

(Cohen, Manion, & Morrison, 2018).

Construct validity assesses whether the test measures the theoretical construct it is

intended to measure—in this case, students’ mathematics achievement. To

establish construct validity, the test scores were correlated with students’ previous

mathematics grades, and a positive correlation was found, indicating that the test

was a valid measure of mathematics achievement (Taber, 2018).

The construct validity of the questionnaire was evaluated through factor analysis.

This statistical technique was used to verify that the questions grouped together

logically under the constructs they were designed to measure, such as student

engagement, collaboration, and perceived effectiveness of the Jigsaw method. The

factor analysis results supported the structure of the questionnaire, confirming that

it reliably measured the intended constructs (Bryman, 2017).

The validation process for the research instruments used in this study was thorough

and multi-faceted, involving expert reviews, statistical analyses, and pilot testing.

The Mathematics Achievement Test and Student Perception Questionnaire were

found to be both valid and reliable, ensuring that the data collected would be both

accurate and meaningful for evaluating the impact of the Jigsaw method on

mathematics learning at Gwagwalada Area Council, FCT Abuja senior secondary

school.

3.7 Reliability of Instruments

Reliability refers to the consistency of a research instrument, whether it yields

stable and consistent results when repeated under similar conditions. In this study,

the reliability of the Mathematics Achievement Test and the Student Perception

Questionnaire was thoroughly assessed to ensure that these instruments could

reliably measure students’ performance and perceptions regarding the Jigsaw

method.

The reliability of the Mathematics Achievement Test was assessed using the test-

retest method, which involves administering the same test to the same group of

students at two different points in time. A pilot study was conducted with 20 SS2
students from a neighboring school who were not part of the main study. The test

was administered to these students twice, with a two-week interval between the

tests. The scores from the two administrations were then correlated to determine

the consistency of the test results. The results from the test-retest method were

analyzed using Cronbach’s alpha, a statistical measure used to assess the internal

consistency of an instrument. A Cronbach’s alpha value of 0.75 was obtained,

indicating high reliability. This suggests that the Mathematics Achievement Test

consistently measured students’ mathematics knowledge and skills, making it a

reliable tool for the study (Taber, 2018). To further enhance the reliability of the

test, item analysis was conducted. This involved evaluating the difficulty level and

discrimination index of each test item. Items that were either too easy, too difficult,

or failed to discriminate effectively between higher and lower performers were

revised or replaced. This process helped to ensure that the test items were both

challenging and capable of differentiating between varying levels of student ability

(Oluwatayo, 2019).

The reliability of the Student Perception Questionnaire was evaluated through its

internal consistency, which measures the extent to which items on the

questionnaire are correlated, thus ensuring that they all measure the same

construct. The questionnaire was piloted with 15 students who were similar to the

study participants but not part of the main sample. Cronbach’s alpha was
calculated for the Likert-scale items in the questionnaire, yielding a reliability

coefficient of 0.80. This indicates good internal consistency, meaning that the

questionnaire reliably measured students' perceptions of the Jigsaw method

(Cohen, Manion, & Morrison, 2018). Additionally, the split-half reliability method

was applied to the questionnaire. The items were divided into two halves, and the

scores for each half were correlated. The split-half reliability was found to be 0.78,

which further confirms the reliability of the instrument. The consistency of results

across different halves of the questionnaire suggests that the items are well-

constructed and uniformly measure the intended perceptions (Creswell & Creswell,

2018).

The reliability of the research instruments used in this study was confirmed

through multiple methods, including test-retest reliability, internal consistency, and

split-half reliability. The high reliability coefficients obtained indicate that both the

Mathematics Achievement Test and the Student Perception Questionnaire are

dependable tools for assessing the impact of the Jigsaw method on mathematics

learning. The careful attention to reliability ensures that the findings of the study

will be consistent and reproducible, thereby enhancing the credibility of the

research.
3.8 Data Collection Procedures

Data collection is a critical phase of any research study, as it involves gathering the

necessary information to answer the research questions and test hypotheses. In this

study, conducted at GDSS Kwankwashe and GDSS Madalla, the data collection

procedures were carefully designed and implemented to ensure the accuracy,

reliability, and validity of the data. The primary data were collected using two

instruments: the Mathematics Achievement Test and the Student Perception

Questionnaire. These procedures were carried out in a manner that minimized bias

and ensured that the data reflected the true impact of the Jigsaw method on

students' academic performance and perceptions.

Before the data collection process began, the researcher conducted a preliminary

visit to the school to obtain the necessary permissions from the school

administration. This visit also served to familiarize the teachers and students with

the study’s objectives and procedures, which helped reduce any anxiety or

confusion during the actual data collection (Creswell & Creswell, 2018).

Additionally, the researcher trained the class teachers on how to administer the

instruments to ensure consistency across both the experimental and control groups.

A pilot test was conducted with a small group of students who were not part of the

main study. This pilot testing helped to identify any potential issues with the
instruments, such as ambiguous questions or logistical challenges, allowing the

researcher to make necessary adjustments before the full-scale data collection

began (Oluwatayo, 2019).

The Mathematics Achievement Test was administered to both the experimental

and control groups as a pre-test before the intervention began. This was done to

establish a baseline for students' mathematics performance. The pre-test was

conducted in the regular classroom setting to maintain a familiar environment for

the students, which helped to reduce test anxiety and ensure more accurate results

(Taber, 2018). The test was invigilated by the researcher, with the assistance of the

class teachers, to ensure that all students had equal opportunities to perform

without any external influence. The time allotted for the test was 60 minutes.

After the pre-test, the experimental group was taught mathematics using the Jigsaw

method over a period of four weeks, while the control group continued with the

traditional teaching method. During this period, the researcher observed both

classes to ensure that the teaching methods were implemented as planned and that

there were no deviations that could affect the validity of the results.

Upon the completion of the four-week intervention, the same Mathematics

Achievement Test was administered as a post-test to both the experimental and

control groups. This post-test aimed to measure any changes in students'

mathematics performance attributable to the Jigsaw method. The administration of

the post-test followed the same procedures as the pre-test to ensure consistency and

reliability (Cohen, Manion, & Morrison, 2018). Following the post-test, the

Student Perception Questionnaire was distributed to the students in the

experimental group. The questionnaire was administered in a relaxed classroom

environment, and students were encouraged to provide honest feedback about their

experiences with the Jigsaw method. The questionnaire took approximately 20

minutes to complete, and the researcher was available to clarify any questions that

students had about the items.

The entire data collection process spanned six weeks, including the time for pre-

test administration, the four-week intervention period, post-test administration, and

questionnaire distribution. Before the data collection began, informed consent was

obtained from both the students and their parents or guardians. They were

informed about the purpose of the study, the procedures involved, and their right to

withdraw from the study at any point without any negative consequences (Bryman,

2017). The confidentiality of the students' responses was ensured throughout the

study. All data were anonymized, and only aggregate results were reported to

protect the identities of the participants. To minimize potential biases, the

researcher adhered strictly to the data collection procedures and ensured that the

administration of the tests and questionnaires was uniform across both groups.
The data collection procedures for this study were carefully designed to ensure the

collection of reliable and valid data. By following a structured process that

included pre-test and post-test assessments, as well as the administration of a

student perception questionnaire, the study was able to gather comprehensive data

on the impact of the Jigsaw method on students’ mathematics achievement and

their perceptions of the learning process. The ethical considerations, including

informed consent and confidentiality, were also strictly observed to maintain the

integrity of the research.

3.9 Data Analysis Techniques

Data analysis is a crucial step in any research study as it involves interpreting the

collected data to answer research questions and test hypotheses. In this study, both

quantitative and qualitative data were analyzed to assess the effectiveness of the

Jigsaw method in improving students' mathematics performance and to explore

their perceptions of this teaching strategy.

The first step in the analysis involved the use of descriptive statistics to summarize

the data collected from the Mathematics Achievement Test. Measures such as the

mean, median, standard deviation, and range were calculated for both the pre-test

and post-test scores of the experimental and control groups. These statistics

provided an overview of the central tendencies and variability within the data,
allowing for a clear comparison of student performance before and after the

intervention (Creswell & Creswell, 2018).

To test the hypotheses and determine the statistical significance of the differences

observed between the experimental and control groups, inferential statistical

techniques were employed. Specifically the paired sample t-test, independent

sample t-test and the effect size.

The paired sample t-test was used to compare the pre-test and post-test scores

within each group (experimental and control). The paired sample t-test helped to

identify whether the observed differences in the mean scores were statistically

significant, thus determining the impact of the Jigsaw method on students'

mathematics performance (Field, 2018).

To compare the post-test scores between the experimental and control groups, an

independent sample t-test was conducted. This test assessed whether there was a

significant difference in the mean scores of the two groups, providing insight into

the effectiveness of the Jigsaw method compared to the traditional teaching method

(Pallant, 2020).

In addition to the t-tests, the effect size (Cohen's d) was calculated to measure the

magnitude of the difference between the experimental and control groups. This

provided a more nuanced understanding of the practical significance of the Jigsaw

method's impact on students' performance, beyond just statistical significance

(Cohen et al., 2018).

The data collected from the Student Perception Questionnaire were analyzed using

thematic analysis, a method for identifying, analyzing, and reporting patterns

(themes) within qualitative data. The responses were first transcribed and then

coded to identify recurring themes related to students' experiences with the Jigsaw

method. Key themes included collaboration, engagement, understanding, and

satisfaction with the learning process (Braun & Clarke, 2019). The coding process

involved reading through the questionnaire responses multiple times to develop a

codebook, which categorized the data into meaningful segments. Each segment

was then assigned a code, and similar codes were grouped to form themes (Nowell

et al., 2017). The themes were reviewed and refined to ensure they accurately

represented the data. The final themes were then used to draw conclusions about

students' perceptions of the Jigsaw method, providing qualitative evidence to

support or refute the quantitative findings.

The results from both the quantitative and qualitative analyses were triangulated to

provide a comprehensive understanding of the impact of the Jigsaw method on

students' mathematics performance and their perceptions of the learning process.

By combining the numerical data from the tests with the qualitative insights from
the questionnaire, the study was able to present a well-rounded analysis of the

research problem (Creswell & Plano Clark, 2018).

The data analysis techniques used in this study were carefully selected to ensure a

robust examination of the research questions. The combination of descriptive and

inferential statistics with thematic analysis provided both breadth and depth in the

interpretation of the data, leading to valid and reliable conclusions about the

effectiveness of the Jigsaw method.