Shimelis Kebede Kekeba’s research while affiliated with Jimma University and other places

This research study investigated the impact of gender and the jigsaw learning strategy integrated with computer simulations (JLSICS) on chemistry learning, emphasizing student achievement and attitudes. Chemistry is often perceived as challenging and abstract, and traditional teaching methods have not effectively addressed these difficulties. To tackle this issue, a quantitative research approach was utilized, employing a quasi-experimental design with pre- and post-tests across non-equivalent comparison groups. The study involved three intact classes: one using conventional methods (CM) and two experimental groups implementing JLSICS and the jigsaw learning strategy (JLS) independently. The sample consisted of 144 participants aged over 15. Data were collected using the Chemistry Attitude Likert Scale Test (CALST) and the Chemistry Achievement Test (CAT). The CAT’s internal consistency was assessed with the Kuder-Richardson formula 20, yielding a reliability coefficient of 0.78, while the CALST had a reliability coefficient of 0.928 based on Cronbach’s alpha. Data analysis was conducted using two-way ANOVA. The results showed that gender did not significantly influence achievement or attitudes regarding acid and base concepts. Additionally, JLSICS was found to be more effective than JLS alone and CM in improving academic success and fostering positive attitudes, regardless of gender. It is recommended that secondary school chemistry teachers adopt JLSICS to enhance student outcomes.

The objective of the study was to investigate the effect of computer simulation integrated with jigsaw learning strategy (CSIJLS) on students’ attitudes towards chemistry. Additionally, it sought to determine whether the usage of CSIJLS resulted in any changes in attitudes between male and female students. Researchers employed a quantitative research method and a quasi-experimental design. The participants consisted of three classes, with a total of 144 students aged above 18, assigned to two experimental groups and one comparison group. The researchers collected data using a chemistry attitude Likert scale test administered before and after the intervention. One-way ANOVA and independent t-tests were employed to analyse the data. The results of the one-way ANOVA indicated that there was a significant difference in attitude between the three groups after the implementation of CSIJLS among the three groups (t(141) = 93.9, p = 0.000 < 0.05), indicating that students taught through CSIJLS performed significantly better than those taught using the jigsaw learning strategy alone and conventional methods in terms of their chemistry attitude post-test results. Additionally, the independent t-test analyses revealed no significant differences in attitudes towards chemistry between male and female students when they learned through CSIJLS.

Purpose The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases. Design/methodology/approach The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis. Findings The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject. Research limitations/implications The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences. Practical implications This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers. Originality/value The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.