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<p>Many students experience difficulties with abstract chemistry concepts such as acids and bases, and traditional instructional approaches may be insufficient in addressing these challenges. In this context, student achievement in secondary school chemistry in Ethiopia remains relatively low, with national examination scores for Grades 10 and 12 reported to be below the 50% benchmark set by the Ethiopian Ministry of Education. This study examined the potential impact of integrating the Jigsaw Learning Strategy with Computer Simulations (JLSICS) on students’ academic performance in acid–base chemistry and explored whether this approach was associated with performance differences between male and female students. A quantitative, quasi-experimental design was employed, involving two intact Grade 10 classes assigned to the experimental condition and one class serving as a comparison group at Jimma Secondary School, Ethiopia. A total of 144 students participated. Data were collected using a chemistry achievement test and analyzed through independent t-tests and one-way ANOVA. The findings indicated that, in this context, students exposed to JLSICS (M = 19.26) demonstrated higher achievement than those taught using the Jigsaw Learning Strategy alone (M = 15.18) or conventional methods (M = 13.68), with observed gains of approximately 26.8% and 41.1%, respectively. No statistically significant gender-based differences in achievement were observed within the JLSICS group (<i>p</i> &gt; 0.05). Therefore, the results suggest the potential of JLSICS to support improved understanding of acid–base concepts in secondary chemistry and recommend further investigation and support for its application across broader contexts and over longer instructional periods.</p>

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Effect of integrating jigsaw learning with computer simulations on grade 10 students’ achievement in acid–base concepts

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月21日

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  • Shimelis Kekeba

摘要

Many students experience difficulties with abstract chemistry concepts such as acids and bases, and traditional instructional approaches may be insufficient in addressing these challenges. In this context, student achievement in secondary school chemistry in Ethiopia remains relatively low, with national examination scores for Grades 10 and 12 reported to be below the 50% benchmark set by the Ethiopian Ministry of Education. This study examined the potential impact of integrating the Jigsaw Learning Strategy with Computer Simulations (JLSICS) on students’ academic performance in acid–base chemistry and explored whether this approach was associated with performance differences between male and female students. A quantitative, quasi-experimental design was employed, involving two intact Grade 10 classes assigned to the experimental condition and one class serving as a comparison group at Jimma Secondary School, Ethiopia. A total of 144 students participated. Data were collected using a chemistry achievement test and analyzed through independent t-tests and one-way ANOVA. The findings indicated that, in this context, students exposed to JLSICS (M = 19.26) demonstrated higher achievement than those taught using the Jigsaw Learning Strategy alone (M = 15.18) or conventional methods (M = 13.68), with observed gains of approximately 26.8% and 41.1%, respectively. No statistically significant gender-based differences in achievement were observed within the JLSICS group (p > 0.05). Therefore, the results suggest the potential of JLSICS to support improved understanding of acid–base concepts in secondary chemistry and recommend further investigation and support for its application across broader contexts and over longer instructional periods.