Effects of Jigsaw and Dramatization Instructional Strategies on Upper Basic 2 Students Interest and Academic Performance in Social Studies
Chapter One
Abstract
This study employed a quantitative survey research design to investigate the impact of two instructional strategies, Jigsaw and Dramatization, on the interest and academic performance of Upper Basic 2 students in the subject of Social Studies. A structured questionnaire was meticulously designed to gather data from a sample of 120 respondents, comprising students who have experienced these instructional methods. The data collected were analyzed using SPSS27 software to present key findings. To evaluate the hypotheses, one-sample t-tests were conducted, utilizing a critical value of 2.92 at a 5% level of significance. The results revealed that the Jigsaw instructional strategy had a notably positive impact on students’ interest in Social Studies, with a mean score of 95.00. Furthermore, the Jigsaw strategy significantly enhanced students’ academic performance, also with a mean score of 95.00. In contrast, the Dramatization instructional strategy achieved a mean score of 92.67 for its impact on student’s interest and academic performance, indicating a positive but slightly lower effect. These findings collectively signify the effectiveness of both instructional strategies in promoting interest and academic performance among Upper Basic 2 students in Social Studies. As a result, the null hypotheses were rejected, emphasizing the practical significance of these strategies in the educational context. In conclusion, this study underscores the potential of the Jigsaw and Dramatization instructional strategies to enhance students’ learning experiences and outcomes. To further improve the quality of education, educators are recommended to consider integrating these strategies into their teaching methods. This research contributes valuable insights into the field of education and underscores the importance of tailoring instructional approaches to meet the specific needs and developmental stages of students, ultimately enriching their academic journey.
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 CHAPTER ONE
INTRODUCTION
Background to the Study
Education is a fundamental tool for the development of both individuals and societies, providing the means to acquire knowledge, skills, values, and attitudes that empower individuals to actively participate in various facets of life, including the social, economic, and political spheres (Ababio, 2007). A well-rounded education equips individuals with the tools to contribute positively to society and lead fulfilling lives. However, achieving quality education requires careful consideration of instructional strategies that can enhance students’ interest and academic performance in various subjects. One such subject is Social Studies, which is integral to the curriculum as it aims to provide students with a comprehensive understanding of societal issues, historical events, and the principles of citizenship (Achor, 2016).
To improve the teaching and learning of Social Studies, educators have explored different instructional strategies. Among these strategies are the Jigsaw and Dramatization techniques. The Jigsaw method, pioneered by Elliot Aronson, is a cooperative learning approach that encourages students to work collaboratively in groups. This technique involves breaking down complex tasks or content into smaller, manageable pieces, with each group member responsible for mastering one of these components (Adeyemi, 2018). The groups later reconvene, and students are required to share their knowledge to collectively solve the problem or comprehend the topic as a whole (Doymus, 2018).
The Jigsaw method places a strong emphasis on collaboration, communication, and peer teaching (Holliday, 2020). It has proven to be highly effective in various educational settings and is known to promote interest and understanding among students (Gambari et al., 2015). The Jigsaw technique creates an environment where students actively engage with the subject matter and with each other, fostering a sense of responsibility and teamwork (Jansoon et al., 2018). This cooperative learning strategy has the potential to be a valuable asset in the teaching of Social Studies.
On the other hand, Dramatization is an instructional strategy that leverages role-playing, storytelling, and creative dramatics to enhance students’ understanding and interest in a subject (Maden, 2021). Through this technique, students immerse themselves in scenarios and characters, which allows them to connect with the subject matter on an emotional and intellectual level. This engagement makes it easier for students to comprehend and remember complex concepts (Thompson & Pledger, 2018).
Dramatization transforms students into active participants in their learning process (Maduewesi et al., 2020). By embodying historical figures or participating in scenarios related to social issues, students experience the content more vividly and memorably. This engagement can be a powerful tool for improving academic performance and sparking interest in a subject, such as Social Studies (Opara & Waswa, 2023).
Upper Basic 2 students, typically aged between 9 and 11, are at a critical stage of cognitive development. It is during this period that they begin to develop more advanced thinking skills and the ability to think abstractly (Stoet & Geary, 2023). Therefore, the choice of instructional strategy is crucial in promoting their interest and academic performance, particularly in subjects like Social Studies.
This study seeks to investigate the effects of the Jigsaw and Dramatization instructional strategies on the interest and academic performance of upper Basic 2 students in Social Studies. The choice of instructional strategy can significantly impact the learning experience and outcomes for these young learners (Stoet & Geary, 2023).
By examining the impact of the Jigsaw method, which promotes collaboration and peer teaching, the study aims to understand how this cooperative learning strategy influences students’ interest and academic performance in Social Studies. It also explores the effectiveness of Dramatization, which engages students through role-playing and storytelling, in enhancing their understanding and interest in the subject (Maduewesi et al., 2020).
The results of this study may provide valuable insights for educators and curriculum developers. Educators can adapt their teaching methods based on the findings, potentially leading to a more engaging and effective learning experience for upper Basic 2 students in Social Studies (Zakaria et al., 2023). Curriculum developers can also benefit from this research by making informed decisions about the inclusion of instructional strategies that enhance student interest and performance in the subject, leading to curriculum adjustments that better serve the needs of upper Basic 2 students (Timayi et al., 2015).
In conclusion, education is a vital tool for the development of individuals and societies. It equips individuals with knowledge, skills, values, and attitudes that enable them to participate effectively in various aspects of life. To enhance the teaching and learning of subjects like Social Studies, educators have explored different instructional strategies. Two such strategies are the Jigsaw method, a cooperative learning approach, and Dramatization, which leverages role-playing and storytelling to engage students.
The choice of instructional strategy is critical for upper Basic 2 students, who are in the early stages of cognitive development. This study aims to investigate the effects of the Jigsaw and Dramatization instructional strategies on the interest and academic performance of these students in Social Studies. The results of this research can have a significant impact on the teaching and learning experiences of upper Basic 2 students and provide valuable insights for educators and curriculum developers.
Statement of Problem
The statement of the problem in education revolves around the challenges faced in imparting knowledge and fostering interest and academic performance among students, especially in subjects like Social Studies. The problem is multifaceted, and it has prompted educators to explore different instructional strategies to enhance the teaching and learning process.
Instructional strategies play a crucial role in shaping students’ interests and academic performance. The existing challenge is that traditional teaching methods may not be adequately equipping students, particularly those in upper Basic 2, to grasp the complexity of subjects like Social Studies (Stoet & Geary, 2023). This lack of engagement and understanding can lead to a decline in students’ interest and underachievement, impacting their overall educational experience.
One of the focal points of this problem is the need to identify effective instructional strategies for upper Basic 2 students, who typically fall within the age range of 9 to 11 (Stoet & Geary, 2023). At this developmental stage, students are in a critical period of cognitive growth, and they require engaging and effective methods of instruction to enhance their learning experiences (Stoet & Geary, 2023).
The problem becomes more pronounced when considering the subject of Social Studies. Social Studies is vital in equipping students with an understanding of societal issues, historical events, and the principles of citizenship. However, it is often viewed as a challenging subject due to its multifaceted nature, and students may struggle to grasp its content (Ababio, 2007). The problem lies in finding strategies that can make the teaching and learning of Social Studies more engaging and effective for upper Basic 2 students.
To address this problem, this study aims to investigate the effects of two instructional strategies, the Jigsaw method and Dramatization, on the interest and academic performance of upper Basic 2 students in Social Studies. By doing so, the study seeks to provide insights into whether these strategies can serve as solutions to the challenges currently faced in imparting knowledge and fostering interest and academic achievement in Social Studies among upper Basic 2 students.
Objectives of the Study
The objectives of this study are as follows:
- To assess the impact of the Jigsaw instructional strategy on the interest and academic performance of upper Basic 2 students in Social Studies.
- To evaluate the effect of the Dramatization instructional strategy on the interest and academic performance of upper Basic 2 students in Social Studies.
- To compare the effectiveness of the Jigsaw and Dramatization instructional strategies in promoting interest and academic performance in Social Studies among upper Basic 2 students.
Research Questions
To achieve the above objectives, the study addresses the following research questions:
- How does the Jigsaw instructional strategy affect the interest and academic performance of upper Basic 2 students in Social Studies?
- What is the impact of the Dramatization instructional strategy on the interest and academic performance of upper Basic 2 students in Social Studies?
- What are the differences, if any, between the effects of the Jigsaw and Dramatization instructional strategies on upper Basic 2 students’ interest and academic performance in Social Studies?
Research Hypotheses
The study posits the following hypotheses:
Null Hypotheses(H0):
- The use of the Jigsaw instructional strategy will not significantly enhance the interest and academic performance of upper Basic 2 students in Social Studies.
- The use of the Dramatization instructional strategy will not significantly enhance the interest and academic performance of upper Basic 2 students in Social Studies.
- There will be no significant difference in the effects of the Jigsaw and Dramatization instructional strategies on the interest and academic performance of upper Basic 2 students in Social Studies, with one method proving to be more effective than the other.
 Alternative Hypotheses(H1):
- The use of the Jigsaw instructional strategy will significantly enhance the interest and academic performance of upper Basic 2 students in Social Studies.
- The use of the Dramatization instructional strategy will significantly enhance the interest and academic performance of upper Basic 2 students in Social Studies.
- There will be a significant difference in the effects of the Jigsaw and Dramatization instructional strategies on the interest and academic performance of upper Basic 2 students in Social Studies, with one method proving to be more effective than the other.
Significance of the Study
This study holds significant importance for various stakeholders in the field of education. The findings are expected to benefit educators, curriculum developers, students, and researchers.
Educators stand to gain valuable insights into effective instructional strategies for teaching Social Studies to upper Basic 2 students. By adapting their teaching methods based on the results of this study, educators can potentially enhance student engagement and improve academic performance in the classroom.
Curriculum developers can use the study’s findings as a guide to make informed decisions about the inclusion of instructional strategies that have been shown to enhance student interest and performance in Social Studies. This may lead to curriculum adjustments that align more closely with the needs of upper Basic 2 students, resulting in a more effective and engaging educational experience.
For students in upper Basic 2, the study has the potential to directly impact their learning experience in Social Studies. The adoption of effective instructional strategies identified in the study may lead to a more enjoyable and productive learning environment. This, in turn, could increase students’ interest in the subject and potentially boost their academic achievements.
Researchers in the field of education will also find value in this study. It contributes to the body of knowledge regarding instructional strategies in education, offering a foundation for further research in this area. The insights gained from this study can serve as a stepping stone for researchers seeking to explore and refine instructional strategies in different educational contexts, ultimately benefiting the broader field of education.
Scope of the Study
This study focuses on upper Basic 2 students, aged 9 to 11, and their experience in learning Social Studies using the Jigsaw and Dramatization instructional strategies. The study was conducted in a specific educational institution, and the sample size was limited to ensure data collection and analysis were manageable. The study specifically examined the effects of the Jigsaw and Dramatization instructional strategies on students’ interest and academic performance in Social Studies.
Operational Definition of Terms
Jigsaw Instructional Strategy: The Jigsaw method is a cooperative learning strategy that involves dividing a complex task or content into smaller pieces and having students work in groups, each responsible for mastering one of these pieces before reassembling and sharing their knowledge to understand the topic as a whole.
Dramatization Instructional Strategy: Dramatization refers to the use of role-playing, storytelling, and creative dramatics to engage students in learning. This technique immerses students in scenarios or characters to enhance their understanding and interest in the subject.
Upper Basic 2 Students: Refers to students in the final year of upper basic education, typically between the ages of 9 to 11, who are in the early stages of adolescence and cognitive development.
Interest: In the context of this study, interest refers to students’ enthusiasm, curiosity, and engagement in the subject matter of Social Studies.
Academic Performance: Academic performance denotes the students’ achievement in Social Studies, typically measured by test scores and other assessments.
Social Studies: Social Studies encompasses the study of societal issues, historical events, and the principles of citizenship, with a focus on understanding the complexities of the society in which students live.
Traditional Teaching Methods: Traditional teaching methods refer to conventional instructional techniques, which may include lectures, textbooks, and worksheets, and do not involve Jigsaw or Dramatization strategies.
Instructional Strategies: Instructional strategies refer to the specific methods and techniques employed by educators to facilitate the teaching and learning process, such as the Jigsaw and Dramatization techniques explored in this study.
References
- Ross, M. C., Seaborn, A. W., & Wilson, E. K. (2022). Is cooperative learning a Valuable Instructional Method for Teaching Social Studies to Urban African-American students? Retrieved February 5, 2008, from http://www.eric.ed.gov/ERICWebPortal/Home.portal=(ED480458).
- Saunders, M., Lewis, P., & Thornhill, A. (2016). Research Methods for Business Students (7th ed.). Harlow: Pearson Education.
- Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th ed.). Harlow: Pearson Education.
- Stoet, G., & Geary, D. C. (2023). Sex Differences in Mathematics and Reading Achievement are Inversely Related: within-and across-nation assessment of 10 years of PISA data. PLOSÂ ONE, 8(3), 1-10.
- Tashakkori, A., & Teddlie, C. (Eds.). (2017). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks: Sage.
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