Abstract

This study investigated the comparative effect of Jigsaw II Cooperative, Concept mapping and expository learning strategies on Chemistry students’ academic achievement in secondary schools in Ikot Abasi Local Government Area. Four research questions and four null hypotheses were formulated to give direction to the study. The study adopted a quasi-experimental non-randomized pre-test, post-test design. The population of the study consisted of all the 1430 students of 2024/2025 academic session in the eleven (11) co-educational Secondary Schools in Ikot Abasi Local Government Area of Akwa Ibom State. The study sample comprised 150 students in the three intact classes of the SSS I students selected using simple random sampling technique. Researcher-made instrument titled: Chemistry Achievement Test on Chemical Bonding (CATCB) were used for data collection. The instrument was face valued by three experts. The reliability coefficients of the instruments, determined using Kuder-Richardson formula 21 reliability statistics, were 0.79 for CATCB. The data obtained from all the tests were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The result showed that there was a significant difference in the mean academic achievement scores of students in the concept taught using Jigsaw II Cooperative learning strategy, Concept mapping learning strategy and expository learning strategy, that there was no significant influence of gender on the students’ mean academic achievement scores. It was concluded that Jigsaw II Cooperative learning strategy and Concept mapping learning strategy enhanced Chemistry students’ academic achievement in the concept of chemical bonding. Recommendations were made among others, that Chemistry teachers should make effective use of Jigsaw II Cooperative in teaching concepts in chemistry.