Effect Of Digitised Reverse Jigsaw Instructional Strategy On Remediating Undergraduates’ Misconceptions In Cell Biology In Ondo State, Nigeria

Abstract

This study investigated the effect of a digitised reverse jigsaw instructional strategy on remediating misconceptions in Cell Biology among undergraduates in Ondo State, Nigeria based on their gender. Two purposes and two hypotheses guided the study. Quasi-experiment of pre-test, post-test, non-equivalent and non-randomised control group design using 2x2 factorial designs was adopted for the study. A simple random sampling technique was used to select 32 undergraduates across two universities that participated in this study. The research instrument used for the collection of data was a Cell Biology Conception Test (CBCT). The CBCT was given to three experts in the Department of Biological Sciences, Al-Hikmah University, Ilorin for face and content validity. The reliability of CBCT was determined using the test-retest method and after the two-week interval, the data was calculated using Cronbach Alpha and a reliability index of 0.81 was obtained. The data collected was analysed using t-test statistics at 0.05 level of significance. This study found a significant difference in the number of misconceptions remediated between students taught using the digitised reverse jigsaw strategy and those taught using conventional teaching methods. More so, gender does not influence the misconceptions remediated in the digitised reverse jigsaw group. It is recommended that lecturers incorporate a digitised reverse jigsaw instructional strategy into biology instruction in other to improve undergraduates' understanding by helping them remediate their misconceptions about biology.