EFFECTS OF COOPERATIVE LEARNING STRATEGIES (JIGSAW-II AND STAD) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN HISTORY: AN EXPERIMENTAL STUDY

Abstract

Improving student engagement and achievement in History is a challenge in lecture-based, rote memorization-focused classrooms. This study analyzed the efficaciousness of Cooperative Learning (CL) strategies i.e. Jigsaw -II and Student Teams Achievement Divisions (STAD) in improving academic achievement of Grade 7 students in the subject of History. A true experimental pretest-posttest equivalent groups design was used in the study involving 56 randomly selected students from a public girls school Islamabad. Students were randomly assigned in an experimental group which was taught by using Jigsaw-II and STAD and a control group which was taught by using traditional method. A teacher-made History achievement assembly test that was validated by subject experts and has acceptable reliability (a = .754), was administered before and after intervention. Results indicated no significant difference between groups did on the pretest supporting baseline equivalence Post-test results showed significant improvement in favour of the experimental group statistically (Cohen's d = 1.23), which indicates a significant impact on practical levels. The findings approve the use of Cooperative Learning as an effective pedagogical approach for the enhancement of achievement in History at the elementary level. The study has suggested the integration of CL strategies more widely in Pakistani classrooms and advocates for further research in different subjects, grades and instructional contexts..