Enhancing Geometry Learning: The Impact of Jigsaw Cooperative Strategy on Ghanaian Senior High School Students' Understanding of Circle Theorems
Abstract
Geometry plays a crucial role in mathematics education, yet Ghanaian senior high school students consistently struggle with mastering geometric concepts, particularly circle theorems. This study investigates the effectiveness of the jigsaw cooperative learning strategy in enhancing students’ comprehension and performance in circle theorems. Guided by Vygotsky’s sociocultural theory, which underscores the importance of peer interaction in learning, this quasi-experimental study was conducted in two senior high schools in the Ashanti Region of Ghana. The study comprised 196 students divided into two groups, an experimental group that received instruction through the jigsaw method and a control group that followed traditional teaching approaches. Data collected included pre-tests and post-tests scores and were analysed using a non-parametric Mann-Whitney U test. Findings revealed a significant improvement in students' understanding of circle theorems in the jigsaw group compared to the traditional group, with effect sizes indicating a moderate to large impact. The study concludes that cooperative learning strategies, particularly the jigsaw method, promote active engagement, peer teaching, and deeper conceptual understanding. The findings have implications for mathematics curriculum development and pedagogical practices in Ghanaian schools
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Copyright (c) 2025 Rahmat Opoku Nyantah, Nana Kenna Frimpong, PhD, Ernest Larbi, PhD
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