EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY IN SOLVING QUADRATIC EQUATION

INTRODUCTION
One of the most arduous topic for the secondary school students is the concept of solving quadratic
equation. Thus, Didis, Bas and Erbas (2015) explained that the learners understanding in of quadratic
equations is more on instrumental (or procedural) rather than relational (or conceptual) (Didis, Bas,
Erbas, 2015). Also, it has been found in some investigation studies found that there were are students
who were inhave difficulty understanding quadratic equation or the rules to be used to solve the
mathematical problems (Lopez, Robles, Martinez-Planell, 2016). In additionFurthermore, there were
also inaccuracy on the students' quadratic equation transformation and processing skills. Tthus,
mastering algebra, fraction, negative numbers and algebraic equation became become students’
weaknesses in students performance in and solving quadratic equations (Zakaria, 2010).

There were sStudies were conducted by some various researchers about the effect of jigsaw cooperative
learning strategy. These researches and showed the importance of of it such as using jigsaw strategy
especially that it works for both boys and girls. In Kenya, Mbacho and Changweiywo (2013) resulted and
emphasized that there was no significant difference about the performance in mathematics between
boys and girls. In the said country, since there was an issue that emerged about the students' gender
differences in mathematics achievement in kenya due to the factors that affect the students especially in
girls such as the attitudes towards the subject, gender stereotype and the instructional method used by
the teacher. (Mbacho, Changweiywo, 2013). In addition, Jigsaw strategy provides activities where it can
enhance the visual perception, eye-hand coordination, social development and development in some
specific mathematical concept (Fleer, 1990). Also, learners viewed that the use of jigsaw cooperative
learning strategy creates a learning environment that is socially interactive and collaborative that allows
the students to share their thoughts, experience and be independent learners (Yimer, Feza, 2019). Thus,
the importance and effectiveness of jigsaw cooperative learning strategy could be a help to enhance the
students performance in solving quadratic equation since it is also one of the fields in mathematics.
Correspondingly, jigsaw cooperative learning strategy has been used by some researchers to witness its
effectiveness in solving quadratic equation (Okeke, 2017; Basri, 2013; Montero, 2009). However, it was
found out that the respondents to their quasi-experimental research bounded only at their school and it
is unnecessary to conclude that the jigsaw method is effective in every school knowing that the
respondents do not have the same capabality and capacity of thinking. As the researchers continued and
tried hardly to find studies about the use of jigsaw cooperative learning strategy specifically in quadratic
equation there are only few updated published researches where to get informations that can be use
of. Along with this, there were attempts to solve the existing problems regarding the achievement and
performance of the students in solving quadratic equation, many researches have been done by various
scholars. As mentioned by Makgakga (2016) learners error and misconception should be diagnose to
know the challenges that affect the performance of the learners. Vaiyavutjamai and Clements (2006)
analysis showed that using rubrics in assessing students understanding enhance their ability and
performance on quadratic equation. Another research that has been conducted was the use of Naïve
Geometry where they observe if this method reinforce the students understanding about quadratic
equation where it was found that it could stimulate students to gain ideas in quadratic equation using
completing the square method by manipulating and reshaping rectangle into square (Fachrudin, Putri
2014). In the Philippines, the study of Urgena and Lapinid (2017) using dynamic graphing freeware
GeoGebra on students' attitudes and achievement in learning quadratic functions, equations and
inequalities resulted positively due to its effectiveness and usefulness for the learners as supported by
its significant releationship to the constructs of Technology Acceptance Model. However, the conducted
research of seville (2014) to the Engineering and information Technology students of the Palompon
Institute of technology during the SY 2013-2014 students achievement in algebra shows that
appropriateness of the method to be use affects the students performance, thus, it is better to use
traditional method compare to mathematical software as what the research resulted.

There have been studies that contribute, discussed and analyze the achievement, performance level and
understanding of the students in solving quadratic equation (Lopez et al., 2015; Zakaria, 2010; Didis et
al., 2015; Makgakga 2016; Vaiyamutjamai; Clement 2016, Fachrudin, Putri, 2014) and also the
application of technology in assessing the learner about their performance (Urgena, Lapinid, 2017),
(Seville 2014). On the other hand, there were also several cases that the researchers conducted quasi-
experimental research using jigsaw method to address the needs and give solution to the students'
difficulties in academic performace (Doymus, 2008; Phillips, Fusco, 2015; Amedu, 2015; Hinze, Bischoff,
Blakowski, 2002). It should be noted that it is important to find ways on how to improve the
achievement and performance of the Filipino students when it comes in mathematics so that the
filipinos can compete to others in the highly competitive world. This quasi-experimental research will
give an insight to the teachers to have ideas if this strategy or method can be an innovative substitution
to their instructional delivery in enhancing the students performance in mathematics specifically in
performing quadratic equation. Thus, this study is indeed urgent and relevant.

Objectives

This Sstudy aims to examine the performance of grade 9 students of Trento National High School in
Solving Quadratic Equation using Jigsaw Cooperative Learning Strategy.

Specifically, this research it intends to :

1) Ascertain the level of performance of the students exposed to Jigsaw Cooperative Learning Strategy
and Conventional Teaching Strategy in terms of

a) Pre-test scores; and

b) Post-test scores.

2) Discern the significant difference on the performance of the students who are exposed to Jigsaw
Cooperative Learning Strategy and Conventional Teaching Strategy in terms of

a) Pre-test scores; and

 b) Post-test scores.

3) Determine if there is a significant difference on the performance of the students exposed to Jigsaw
Cooperative Learning Strategy and Conventional Teaching Strategy in terms of their mean gain scores.

Significance of the study

The result of the study will be beneficial to the following:

Head teachers and Head department. This study will benefit the Head teachers and Head department
from the suggestions on helping the teachers in choosing appropriate learning methods to enhance the
students learning skills.

Teachers. The findings in this study can benefit the secondary mathematics teacher by coming up with
the idea to use teaching strategy that can be useful in dealing with the students interest and increase
the level of students participation. Moreover it will also help them to enhance their teaching skills in
mathematics.

Students. This study will help the students to improve their performance in solving mathematics
problem and make their studying more enjoyable and creative. Thus it can also showcase their skills and
abilities in performing mathematical problem and help to build and strenghthen the relationship among
them.

Researchers and Readers. The outcome of this study will serve as a basis for further research on how to
improve the students performance in mathematics.

Scope and Delimitation

This study focuses on the performance of the students in solving quadratic equation and the research
instrument that will be using is an adapted questionnaire from the research study of Ezeh (2009)
entitiled, Effect of Using Computer as a Tutor and Tool on Students Achievement and Retention In
Quadratic Equation in Enugu State, Nigeria. The respondents were students in Trento National High
School, Trento Agusan Del Sur but will be delimited only with second year students who will be enrolled
on the mentioned school. Thus the result of this study should not generalized to all the students in
district, provincial and national. Furthermore, this study is delimited only in comparing the Jigsaw
Cooperative Learning Strategy and Traditional Teaching Strategy if which of these strategy are more
effective to be use in enhancing students performance in quadratic equation.
Time and Place of the study

This study will cover two (2) secondary students class and will be conducted from Trento National High
School during the first grading period of S.Y. 2020-2021. This school is a public high school located at
Baranggay Poblacion Trento Agusan Del Sur, CARAGA Region.

Operational Definition of terms

Jigsaw Cooperative Learning refers to the strategy of teaching where each student of a home group
specializes in one aspect of a learning unit. Students meet with members from other home groups who
are assigned the same aspect, and after mastering the material, return to the home group and teach the
material to their group members.

conventional method refers to a teacher-centered teaching method. It is a teaching method where the
students learn through memorization and recitation technique.

Quadratic Equation refers to topic or an area in mathematics. It is equation of the second degree that
contains at least one term that is squared. The standard form is ax² + bx + c = 0 with a, b, and c being
constants, or numerical coefficients, and x is an unknown variable.

Performance refers to the ability and capacity of the students to solve an equation.

Students refers to the respondents in the study which are the grade 9 students who are enrolled in
Trento National High School S.Y 2020-2021p

Conceptual framework of the study

Pre-test Post-test

control control
group group

experimental experimental
group group

The figure above showed the conceptual framework of the study is to determine the effectiveness of
Jigsaw Cooperative Learning in teaching quadratic equation. There will be two groups to be formed and
will be compared and a pre-test is going to be conducted to both of them. One of the class will be
chosen randomly to become the control group and use lecture-based learning and the other one will use
Jigsaw Cooperative Learning Strategy. The group investigation will be use as an intervention for the
study. Afterward, the students will take a post-test to evaluate students understanding in quadratic
equation under the experimental group and control group to compare the significant difference of the
post-test scores in the experimental group and control group. The gain scores will be compared the
significant difference using the T-test.

Review Related Literature

In this chapter the related literature of the variables will be discussed. The significance of using jigsaw
cooperative learning will be reviewed and the factors that affect the performance of the students in
quadratic equation.

Quadratic equation

There were a lot of studies through out the world involving the students performance in solving
quadratic equation and those researches contain informations about the factors and solutions that
affect and enhance the performance of the students in solving quadratic equation. Some of the
investigations showed and discussed about the understanding of the students on quadratic equation
(Lopez,. et.al. 2015), weaknesses in mastering topics including algebra, fractions, negative numbers and
algebraic expansion (Zakaria, 2010) and the classroom instructions and its effect in students
performance on quadratic equation (Vaiyavutjamai, Clements, 2006). Factoring quadratic equation was
challenging to the students mostly when they expirience it in another structure thus, it implies that
differences in the structural properties of the symbolic equations and word problem representations
affects students mathematics performance (Didis, Erbas, 2015). Also, a study shows that the poor
achievement and lack of retention affect the students performance in mathematics and one of its
reason was the poor teaching method used by the teachers (Ezeh, 2019). Moreover, since quadratic
equation is one of the challenging topic area for the students to the more advanced study of algebra,
the errors that arose from lack of procedural understanding regarding fractions, algebraic processes,
and conceptual understanding regarding algebraic conventions affects the performace and achievement
of the students (O'connor, Norton 2016). In addition to this, there was a research conducted about the
use of equivalent simultaneous learning equation in solving quadratic equation and it showed that the
students in experimental group learnt and remember equivalent simultaneous linear equation and
performed better than their counterpart in control group who used conventional traching method. Thus,
it was recommended to include ELSE in the core mathematics curriculum after verifying it on a large
scale feasibility to help solve the problem in solving quadratic equation (Havi, 2014). Furthermore, Li
(2011) stated that the teacher's knowledge in equation solving routine played a significant role in
shaping and potentially promoting mathematical profeciency in a balanced approach thus, the teacher
should be engage into professional development program that help them practice the features and
applicability of various mathematical routines.
Jigsaw Cooperative Learning

According to Mengduo and Xiaoling (2010), Jigsaw strategy is a cooperative learning technique that
requires everyone's cooperative effort to produce the final ptoduct where each member of the group
has individual responsibility to work with to complete the group task. Aranson (2002) stated that the
problem in cooperative learning assignment is not that they do not work but what change its
effectiveness is the structure and design to potentially achieve its effectiveness, one the model with a
three-decade track record is the Jigsaw cooperative learning strategy. Aranson also added that giving
the students a role to play in academic provokes their listening, engagement and empathy. The
mechanics of jigsaw is assigning six members per group where each individual assigned on a different
academic material (same as the other team) after that, each member of different groups having the
same academic material will go to their expert group to study the assigned task and go back to their
original group to discuss their expertise. Mbacho (2013) stated that one of the factors that attributed to
the students dismal performance to the subject is the instructional method that has been used by the
teacher. She addressed the problem by using Jigsaw Cooperative learning and the study showed that
learners taught using jigsaw performed better than those taught using conventional learning method.
The undergraduates individual interview reflected positive opinion stating that jigsaw is an effective
cooperative learning technique that promotes positive attitudes, interest and develop inter-personal
skills (Marhama and Mulyadi, 2013). Another factor to be considered is that the teachers constantly face
problems concerning what would be the most appropriate and effective teaching method that enhance
teaching-learning process in dealing with student diversity in the most heterogenous classroom and as a
result using jigsaw cooperative learning strategy was that they achieved significantly higher in scholastic
achievement test than the control group who used conventional teaching method (Suresh, Reddy,
2017). Additionally, Ahmad and Jazuli (2009) articulate that mathematics paractitioners and users must
possessed the basic ability in mathematical communication during teaching-learning process hence, it
was concluded on their research that using jigsaw cooperatve learning strategy resulted better to the
students communication ability than the traditional way of teaching.

Jigsaw Cooperative Learning Procedure

Jigsaw steps according to Aronson,(2000) are:

i. The teacher divides the students into 4 or 5 people ’s jigsaw groups which should be diverse of gender,
ethnicity, race and ability.

ii. The teacher appoints one student from each group as a leader who should be the most mature in the
group.

iii. The teacher divides the lesson into 4 or 5 segments.

iv. The teacher gives each student in each group a segment of what is to be learned.

v. The students are given time to write down their segment and become familiar with it.
vi. Students from each jigsaw group join other students assigned the same task to form expert groups.
The teacher gives the expert groups time to discuss their specific task and also refer from the text books.

vii. The teacher brings the students back to their jigsaw groups.

viii. The teacher asks each student to present his or her task to the group

ix. The teacher floats from group to group observing the process. If any group is having any trouble, the
teacher makes an intervention.

x. The teacher gives a quiz on what has been learnt to be marked by the teacher

Possible effects of jigsaw in mathematics performance

A generic term that is used to describe an instructional arrangement for teaching academic and
collaborative skills to small, heterogenous groups of student is Cooperative Learning like Jigsaw
Cooperative Learning Strategy and certainly, this strategy has the tendency to reduce peer competition
and isolation, and to promote academic achievement and positive interrelationships. foster active
student learning which is an important dimension of mathematics learning. Thus, students with
mathematics disabilities can benefit from peer interaction to learn mathematics skills and concepts
(Rivera, 1996). Since there is an implication existed about the gender difference affecting mathematics
performance, Jigsaw cooperative learning erradicates the effect of having gender differences in
mathematics performance since it was proved in the result of quasi-experimental of Mbacho and
changweiywo (2013). Also, jigsaw strategy creates a friendly learning environment where the students
are motivated to learn more and confident in communicating with others for better understanding
about the task being learnt (Bukunola, Idowu, 2012).

Attributes in Mathematics performance

Looking at students' mathematics performance, there are factors to be consider in order to maximize
their ability in solving mathematical equations. One of the attributes to concern is the gender
differences. An existing study shown that males outperform females when it comes in mathematics
performance. However, if mindful learning encourage to the students it eradicates the effect of gender
difference between male and female (Anglin, Pirsun, Langer, 2008). Socialization practices cause females
to have lack of interest and confidence in mathematics that result them to avoid mathematics courses
where it gives them greater disadvantage since the number of mathematics courses taken is the most
accurate predictor of performance in mathematics test (jones, 1984). Other research showed predictors
that are related to gender differences affecting mathematics performance such as strategy use, fluency,
spatial ability and confidence in mathematics and these predictors differ to male and female (Carr,
Steiner, Kyser,Biddlecomb, 2008).

Another attribute that could affect the students' mathematics performance is the time-of-class. Pope
(2016) stated in his research that time of day affects students' productivity. In this case, students learn
more in the morning than later in the school day. Thus, a morning math class increases state test score.
The time-of-class effect may be cause by changes in teachers' teaching quality, students' learning ability
or differential students attendance. Moreover, the time-of -class effect can be interpreted as differential
productivity during different parts of the day due to circadian rhythm; stamina effect, with decreasing
productivity the longer a student is at school; or school structure effects such as lower productivity after
a lunch break. In contrast, some researcher interpreted the finding that later school start time increase
which implies that students performance are better in the afternoon rather in the morning (Carrel et al.,
2011; Dills & Hernandez-Julian, 2008) but Pope opposed and claimed that the hypothesis was not tested
empirically and later start time increase students performance was because students were less sleep
deprived and the study did not talk about the change in teaching and learning ability and only showed
the average learning in a day but not differential learning through out the day. Therefore the study
estimated different effects about the school start time literature.

Peer group is one of the factors that creates impact in the learning of the students. The characteristic of
the students themselves affect the educational attainment of individual students and this influence that
existing inside the classroom is reffered to as peer effect. Furthermore, peer effect is one of the
important determinant that affects students educational achievement and for further investigation it
appears that peer effect was greater for low-ability students than with higher ability (Zimmer, Toma,
2000). Johnson (2000) articulated to his study that a child's peer group could influence the development
socially and academically and according to Jones, Audley-Piotrowski and Kiefer (2012) friendship plays
important role in adolescents' well being and also it affects the academic motivation as well as the
performance. The result also suggest that friends academic behaviors relate to academic performance
only if the perception align's with ones self-concept.

Previous research described classroom environment as the relationships between teacher and students,
and between students, which include academic support, goal structure, teaching methods, instructional
materials, teacher beliefs and teaching practices (Church, Elliot, and Gable 2001; Wentzel et al. 2010).
Also, there was an empirical evidence indicated that, in general, the support of teacher and peer
produce positive effect, where in fact, it is related to learning motivation, academic attitudes, self-
efficacy, emotion and achievement (Danielsen, Wiium, Wilhelmsen, Wold, 2010; Eccles, Roeser 2011).
Researchers found that maths performance significantly depends on teaching practices. Specifically, the
teacher’ behaviour, such as being responsive, helpful (Patrick, Ryan, and Kaplan 2007; Puklek Levpuscek
and Zupancic 2009), supportive (Ahmed et al. 2010), and having many years of teaching (Bagaka ’s 2011),
positively impact on the students’ self-competence and maths grades in secondary school. Some studies
found that the teachers’ instructional abilities and achievement goals influence academic performance:
students progressed faster if they worked with highly skilled teachers (Taylor, Pressley, and Pearson
2000).

Methodology

Research Design

The study will use a quasi-experimental research method to investigate the effectiveness of Jigsaw
Cooperative Learning to the performance of the students in solving quadratic equation. Quasi-
experimental is an imperical study used to estimate the casual inpact of an intervention on its target
population, making use of a control or comparison group, and time series design (Thyer. 2012). This
design is appropriate for this study since the main purpose of this research is to determine the
effectiveness of jigsaw cooperative learning strategy in learning quadratic equation by comparing the
pre-test and post-test scores of grade 9 students in solving quadratic function.

Research Respondents

The respondents of the study will be the grade nine (9) students who are enrolled in Trento National
High School during the S.Y. 2020-2021. The main reason of choosing grade nine (9) student rather than
the others is that Quadratic equation will be the first topic to discuss to them since it is under the K-12
curriculum and to avoid bias since the topic is new to them. This study presumed to have 85 students in
total and with the expectation to have 100% response from different sections.

Research Instrument

The research instrument going to use in the study will be adopted from the study of Ezeh (2009),
entitled "Effect of Using Computer as Tutor and Tool on Students' achievement and retention in
Quadratic Equation in Enugu, State Nigeria" and the same instrument will use to collect the data coming
from the result for the pre-test anf post-test. It is a 30 items instrument that test the students
knowledge application and mathematical skills to solve quadratic equation.

Data gathering procedure

Prior to the start of the research in grade 9 students, the researchers will ask permission from the school
administrator of Agusan Del Sur State College of Agriculture and Technology, Trento Campus to have a
recommendation letter to conduct an experimental research in Trento National High School and upon
the approval of the researchers, the researchers will ask an approval to the school principal of Trento
National High School. Afterwards, the researchers will also ask permission to the math teacher of grade
9 to conduct the experimental research. After the approval, the initial test will be given to both groups
at the same time in the morning to maximize the students productivity and afterthen the researchers
will proceed in the application of the pre-test to both groups. Subsequently, on the conducting of the
teaching method, the control group will be treated with conventional method of teaching while the
experimental group will be treated with Jigsaw cooperative learning strategy.

There will nine (9) stages that will be performed in the experimental group, first is the teacher divides
the students into six to eight people jigsaw groups, the students will count 1 up to 5 where as these
numbers represent the groups to be assemble regardless of the students gender to form a
heterogenuous form of group. second is that teacher will assign the most matured member of each
group to become their leader, third is the teacher divide the lesson into five segments where as these
segments are the different methods to be use in solving quadratic equation such as factorization
method, completing the square method, quadratic formula and square root method, fourth is the
teacher will give the segments to each member or paired member in each group, fifth is the teacher will
give time to the students for studying their assigned task, sixth is the students from jigsaw groups join
their "expert group" to discuss their topic, seventh is the teacher will bring the students back to their
jigsaw group, eighth is each student present the assigned topic to the group, nineth is the teacher floats
from group to group to observe the process. For the control group the teacher will use a conventional
way of teaching in class. After applying the Jigsaw cooperative learning strategy to the experimental
group and the conventional way of teaching to the control group, the researchers will conduct a post-
test to both groups. After the conducting of post-test the researchers will gather the data and procced
to data analysis and interpretation to obtain meaningful results.

Statistical Treatment

Data will be subjected to analysis and further interpretation in acquiring the objectives of this research,
the following statistical tools will be use. To ascertain the level of performance of the students exposed
to Jigsaw Cooperative Learning Strategy and Conventional Teaching Strategy in terms of pre-test and
post-test, To discern the significant difference on the performance of the students who are exposed to
Jigsaw Cooperative Learning Strategy and Conventional Teaching Strategy in terms of pre-test and post-
test and to determine if there is a significant difference on the performance of the students exposed to
Jigsaw Cooperative Learning Strategy and Conventional Teaching Strategy in terms of their mean gain
scores the independent sample t-test will be use.
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