This document summarizes a study that investigated the effectiveness of a computer-supported cooperative learning strategy called Jigsaw II on physics performance and attitudes of senior secondary school students in Nigeria. 80 students were assigned to either a Jigsaw II group or an individual computer instruction control group. Results showed that students in the Jigsaw II group performed better on a physics achievement test than those in the individual instruction group. Students in the Jigsaw II group also reported more positive attitudes towards physics. However, gender was found to have no influence on performance. The study concluded that using computer-supported cooperative learning strategies like Jigsaw II can improve students' learning and attitudes in physics classes.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
Effect of Multiple Intelligence- Based Instructional Technique (MIBIT) On Stu...iosrjce
The study determined the effect of Multiple Intelligence Based Instructional Technique (MIBIT) on
students’ achievement and interest in the learning of difficult biology concepts. Two research questions were
asked and two research hypotheses were formulated and tested at 0.05 level of significance. The research
design was a quasi – experimental study. The sample was made up of seventy four (74) senior secondary one
(SS1) students from two randomly selected co-educational secondary schools from Aguata Education Zone of
Anambra state. The Biology Interest Scale (BIS) was the instrument used for data collection. Cronbach Alpha
was used to determine the reliability of BIS which yielded the coefficient of internal consistent of 0.85 . Mean
and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at p<0.05. The result of the findings indicated that MIBIT promotes
academic interest in difficult biology concepts. Gender was discovered to have no significant influence on
students ’academic interest. No interaction effect existed between MIBIT and gender on students’ overall
interest. Conclusion from the findings led to various recommendations, some of which are that biology teachers
should adopt the MIBIT in the teaching of difficult biology concepts in order to carter for the diverse learning
styles of students in their classroom and promote students’ interest. Curriculum designers should integrate
MIBIT in the curriculum and teachers should be sponsored to workshops and seminars on how to improve their
teaching skills using MIBIT
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Using Visual Aids to Enhance Third Year Undergraduate Teacher Trainee Student...Premier Publishers
There is a plethora of teaching strategies that are espoused by the science teacher to attain his/her lesson objectives. Researchers have over the years found most of these methods, the tactics used by teachers in teaching, to be effective in teaching science concepts to learners. However, research has not ascertained which one teaching strategy is most effective in imparting knowledge to learners. This study seeks to find an appropriate teaching strategy that will arouse the interest and participation of students in the teaching and learning process. Visual aids were employed as the main intervention strategy. A total of one hundred third year undergraduate teacher trainees from the University of Education, Winneba, Ghana constitute the research sample. The participants were put into experimental and control groups. Tests and questionnaires were the main instruments used to collect data for analysis. Data collected were analyzed quantitatively using the Statistical Package for the Social Sciences, SPSS. The study found that the academic achievement of the students in the experimental group improved tremendously after the intervention, as opposed to that of their counterparts in the control group. The study concludes with the recommendation that visual aids should be used to teach concepts of science that are abstract in nature in order to make the lesson real to the learners.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Natural science learning achievement is an essential factor in learning
outcomes. This research investigated an experimental study that aimed to
improve concept science test result in online learning through Jigsaw
cooperative learning model and learning style. The research involved the
sample of 80 students from junior high school in South Jakarta, Indonesia
divided into two groups: the experimental class and the class control. Raw
data were statistically analyzed using the two-way variance technique at the
.05 significance level. The findings revealed an effect between cooperative
learning on natural science learning achievement, learning interest in natural
science learning achievement, and interaction between cooperative learning
and learning interest in natural science learning achievement. As a result,
cooperative learning type Jigsaw shows a significant impact and had a good
test result on natural science learning achievement. Therefore, the research
suggests that Jigsaw cooperative learning is well suited to use as a learning
model among junior high school students based on effect size test results.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
Effects of Active Learning Strategies in Teaching Physicsijtsrd
The study utilized a quasi experimental method of the pretest posttest design with the pre selected groupings for the control and experimental groups. The study used validated researcher constructed pretest posttest questionnaires, online distance learning plans, attitude surveys, and focus group discussion questionnaires to determine the students performance. The study was conducted at a private high school in Cebu City. Both experimental and control groups underwent a pretest before implementing the proposed interventions. The studys findings showed the following results a both control and experimental groups manifested Above Average performance in the pretest and posttest b there was a significant mean improvement in the student’s performance in Physics in both experimental and control groups c there was no significant difference in the mean improvement in Physics between the experimental and control groups, and d the experimental group showed a very positive level of attitude towards the use of active learning strategies in teaching Physics. Based on the findings of the study, the integration of active learning strategies to the group with less teacher presence acts only as facilitator proved to be as effective as the group who received explicit teaching from the teacher in teaching Physics. In addition, it did not only enhance the students’ performance as manifested by their comparable performance with the other group but was also influential in developing a positive attitude that affected their performance. The theories of Direct Instruction by Siegfried Engelmann and Douglas Carnine believe that teacher centered teaching strategies are effective in teaching Physics since the teacher explicitly teaches and helps the students understand the lessons. Constructivism Learning by Jean Piaget states that involving the students actively and exposing them to activities that will engage them in the teaching and learning process by interacting with their actual experiences were confirmed by this studys findings. The study advises curriculum designers to provide several active learning activities that encourage student engagement and participation and apply dynamic teaching techniques in Physics instruction. Additionally, to help them overcome the challenge, students should be offered various learning methodologies, and future researchers should conduct a comparative study on face to face training. Nikko C. Catarina "Effects of Active Learning Strategies in Teaching Physics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52598.pdf Paper URL: https://www.ijtsrd.com/physics/other/52598/effects-of-active-learning-strategies-in-teaching-physics/nikko-c-catarina
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
Abstract: This study was carried out in Nyamira South District, Nyamira County in the Republic of Kenya. This study was compelled by the frequent low performances of students in KCSE each year when results are released. The purpose of the study was establish the pedagogical influences on students’ academic achievements, teaching learning facilities, teachers’ motivation and teachers’ professional experience on students’ academic performance. The study established curriculum delivery based factors leading to differences exhibited by different secondary schools in the district. Descriptive survey design of the ex post facto type was used. The location of the study was Manga in Nyamira County- Kenya where dismally low performance has been perennially exhibited. The Districts Education Officers (DEOs), Head the Education department at the sub county while the county is under the County Director of Education. The population constituted 18 public secondary schools in Nyamira South District with a total 225 teachers and 2800 students. The sample constituted of secondary schools which have presented student for KCSE at any one time that is 18 public secondary schools 23 teachers , 280 students which is 10% the population (Mugenda & Mugenda 2003) and 1 District Education Officer. Simple random sampling was employed to obtain student sample obtained through stratified random sampling. It reveals that pedagogy influences performance, these findings indicate that different pedagogy employed determines the performance outcome. Majority of the respondents prefer that learners centred types of pedagogy are best related to good performance unlike the lecture- teachers centred teaching method which many felt is a factor towards poor performance and High level motivation of teachers increase morale in terms of rewards and remuneration will increase the morale of teachers hence committed to their work reducing absenteeism and changing their altitude which will lead to syllabus coverage and like of profession leading to learners confidence and eventually improved good performance in public secondary school in Manga in Nyamira County.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
Effective teaching, learning and research for university lecturers
Effectiveness of computer supported jigsaw ii cooperative learning strategy
1. Global Media Journal, vi(ii),1-13 Spring 2013
http://www.aiou.edu.pk/gmj/CurrentIssue.asp[Type text] Page 1
Effectiveness of Computer-supported Jigsaw II Cooperative
Learning Strategy on the Performance of Senior
Secondary School Students in Physics
Isiaka Amosa GAMBARI (Ph.D),
Charles Olubode OLUMORIN (PhD) and Mudasiru
Olalere YUSUF (Ph.D)
Abstract
This study investigated the effectiveness of computer-supported jigsaw II cooperative
learning strategies on the performance of senior secondary students in physics. The study
also determined how moderating variables of gender and attitude to physics when Jigsaw II
cooperative learning is used as an instructional strategy. Purposive sampling technique was
used to select two senior secondary school class II physics students from four intact classes
in Minna, Niger State, Nigeria. 80 students from two intact classes were assigned into Jigsaw
II and Individualized Computer Instruction (ICI) groups. Computer-Assisted Learning
Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and
test instruments. Analysis of Covariance and Scheffe’s test were used for data analysis.
Findings indicated that students taught physics using computer-supported Jigsaw II
performed better than those taught using individualized computer instruction. In addition,
students exposed to Jigsaw II cooperative learning strategy had positive attitude to physics
than those taught with ICI. However, students’ gender had no influence on their
performance. Based on the findings, it was recommended among other physics teachers
should be encouraged to use computer-supported cooperative instructional strategy to
improve students’ cognitive and affective outcomes.
Key words: Jigsaw II, Computer, Cooperative Learning, Performance, Physics, Attitude
Introduction
Physics is one of the core science subjects in Nigeria educational system offered at senior
secondary school level. Its importance in modern technological development of any nation
made it imperative for its inclusion in the curriculum for science oriented students (FRN,
2004). In spite of the importance of physics as a requirement for many specialized science
and engineering courses at the tertiary educational institutions, students’ performance at the
Senior Secondary Certificate Examinations (SSCE) in Nigeria has been poor. The percentage
of students that passed physics at credit level has consistently being less than 50% for the past
ten years (West African Examination Council [WAEC] Report, 2012).
Adegoke (2011) reported that students are not actively involved in developing
knowledge; they receive information passively and are less motivated. The instructional
method employed by the teacher plays an important role in the acquisition of skills and
meaningful learning. However, the lecture method uses by teachers have been criticized
because only hardworking students can benefit from it. The poor performance of students in
physics can be improved with innovative teaching and learning methods integrated with
technology and elements of problem solving (Gambari, 2010).
Computer has been found to be effective device for classroom instruction using
different software (Gambari & Mogbo, 2006; Tekos & Solomonidou, 2009; Yusuf & Afolabi,
2010). Computer-Assisted Instruction (CAI) is designed normally for individual learning, but
it has been found to be more effective with cooperative learning than individualized
instruction (Johnson & Johnson, 2008). The use of computer as a medium for cooperative
2. Global Media Journal, vi(ii),1-13 Spring 2013
http://www.aiou.edu.pk/gmj/CurrentIssue.asp[Type text] Page 2
learning is referred to as computer-supported cooperative learning and it has been embraced
in developed nations (Johnson & Johnson, 2008, Johnson, Johnson & Stanne, 1996; &
Schmidt, 2002).
Cooperative learning is an instructional strategy whereby students are encouraged to
work together on learning tasks (Slavin, 1995). In cooperative learning, students work face to
face to complete a given task collectively. Cooperative learning setting encourages students
to work together to attain group goals, instead of working individually or competitively
(Zakaria & Iksan, 2007). Students discuss subject matter, help each other learn, and provide
encouragement for members of the group. Positive interdependence where each student must
believe that they have a key role to play in the group; individual accountability where each
student within a group must be accountable for mastery of the instructional content presented;
group rewards that entails sufficient incentives for the group to work together; and group
training that entails social skills for effective collaboration among others the key elements of
cooperative learning (Johnson & Johnson, 2000; Slavin, 1995). Therefore, to enhance the
understanding of physics concepts, students must be more active in the classroom and must
creatively acquire knowledge, especially in understanding and solving physics problems.
According to Zakaria, Solfitri, Daud & Abidin (2013) students should be given the
opportunities to develop, interact, and share with friends through cooperative learning
activity, so that the cognitive and affective development of students in science can be
improved.
There are many cooperative learning strategies that are designed to achieve different
objectives. This study focused on Jigsaw II cooperative learning strategy. There are four
types of Jigsaw strategies currently in use but Jigsaw II had received attention and widely
used for effective classroom instruction (Zakaria, Solfitri, Daud & Abidin, 2013). Jigsaw II
requires students to work in group of five to six members. Each student in a group is given
information to which no one else in the group has access, thus making each student an
“expert” on his or her section of the subject matter. Members of different teams who have
studied the same sections meet in “expert groups” to discuss their sections and learn how to
teach their colleagues in home group. Then the students return to their original teams and take
turn to teach their teammates what they have learnt. All students in a group are expected to
learn all the subject matter assigned to each member of their group. After instruction in
Jigsaw II, teachers test students individually and produce team scores based on each student’s
test performance.
Several studies revealed that Jigsaw II enhanced better performance among students
in physics (Gambari, 2010; Berger & Hanze, 2009; Hanze & Berger, 2007; Keramati, 2010;
Yusuf, Gambari and Olumorin, 2012), in biology (Altiparmak & Nakiboglu-Tezer, 2009), in
chemistry (Mattinly, VanSickle & Ronald, 2009), in geography (Doymus, 2008; Jansoon,
Somsook & Coll, 2008), in biology (Moreno, 2009), in mathematics Zakaria, Solfitri, Daud
& Abidin, 2013) reported that Jigsaw II is considerably more effective than individualistic
instructional strategy and conventional classroom instruction respectively. However, Shaaban
(2006), Seaborn and Wilson (2002) and Thompson and Pledger (1998) found no significant
difference in the achievement of students taught using Jigsaw II and those taught using
conventional classroom and discussion methods respectively. The findings on the use of
Jigsaw cooperative learning are inconclusive; therefore, this study examined the effects of
computer-supported Jigsaw II on students’ performance in physics.
Attitudes and values provide the framework for guiding our actions outside the
classroom. In helping learners acquire from the basic cooperative attitudes and values they
need to think independently inside and outside of the classroom (Ajaja & Eravwoke, 2010).
Studies have proven that cooperative learning setting has been very effective in encouraging
students’ interaction and developing positive attitudes towards learning (Artut & Tarim,
3. Global Media Journal, vi(ii),1-13 Spring 2013
http://www.aiou.edu.pk/gmj/CurrentIssue.asp[Type text] Page 3
2007; Gomleksiz, 2007; Lai & Wu, 2006; Moreno, 2009). Zakaria, Solfitri, Daud & Abidin
(2013) revealed that percentage of students who prefer cooperative learning is higher than the
percentage of students who do not like cooperative learning. However, Arra, D’Antonio, &
D’Antonio, (2011) reported that some students preferred not to work in group, meaning that
cooperative learning is not for everyone.
Gender has been identified as one of the factors influencing students’ performance in
sciences at senior secondary school level. However, Olson (2002) reported females
performed better than males students when taught mathematics using cooperative learning.
Contrarily, Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) found gender differences in
favour of male students. On the other hand, Annetta, Mangrum, Holmes, Collazo and
Cheng (2009), Kost, Pollock and Finkelstein (2009), Adeyemi (2008) and Ajaja &
Eravwoke (2010) reported that gender had no effect on academic performance of students in
cooperative learning. These contradictory findings have caused for inclusion of gender as one
of the moderating variable for this study.
The reviewed show the inconclusiveness of the findings on cooperative learning on
gender and attitude of the learners. Furthermore, previous studies focused on comparative
effects cooperative learning strategy and conventional classroom instruction without
examining the effectiveness computer-supported Jigsaw II cooperative learning setting in
physics. Based on these facts the present study examined the effects of computer-supported
Jigsaw II cooperative learning strategy on secondary school students’ performance in physics.
Research Questions
The study addressed the following research questions.
(i). Is there any difference in the performance of secondary school students taught physics
using computer-supported Jigsaw II cooperative settings and those taught using
Individualized Computer Instruction (ICI)?
(ii). Is there any difference in the performance of male and female students taught physics
using computer-assisted Jigsaw II cooperative setting?
(iii). Is there any difference in the attitude of secondary school students taught physics
using computer-supported Jigsaw II cooperative setting and those taught using
Individualized Computer Instruction (ICI)?
Research Hypotheses
The following null hypotheses were tested in the study.
(i). There is no significant difference in the performance of secondary school students
taught physics using computer-supported Jigsaw II cooperative settings and those
taught using Individualized Computer Instruction (ICI).
(ii). There is no significant difference in the performance of male and female students
taught physics using computer-assisted Jigsaw II cooperative setting.
(iii). There is no significant difference in the attitude of secondary school students taught
physics using computer-supported Jigsaw II cooperative setting and those taught
Individualized Computer Instruction (ICI).
Methodology
The design of this study is a quasi-experiment consisting of treatment group and a
control group, since the classes existed as intact groups. Pre-tests were used to determine the
equality of the two groups.
A three-stage sampling technique was adopted. First, purposive random sampling was
used to select two secondary schools in Minna, Niger State, Nigeria. These schools were
selected based on the following criteria: equivalence (laboratories, facilities and manpower),
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school ownership (public schools), gender composition (mixed schools), ICT facilities
(computer laboratories under the SchoolNet programme), and candidates’ enrolment (Senior
Secondary School Certificate in Education in physics for a minimum of ten years). Second,
intact class in each of the two schools were selected and randomly assigned to experimental
(Jigsaw II) and control (ICI) groups using simple random sampling technique. Third, the
researcher arranged the participants into different strata based on gender (male & female).
This study consisted of 80 students from two groups consisting of 42 students in the
control group and 38 students in the treatment group. Treatment groups were exposed to
computer-supported jigsaw II cooperative learning (CSJCL), while the control group was
taught with individualized computer instruction (ICI). The students in the experimental
groups were heterogeneously divided into groups with three members each, composed of
students of different gender. To avoid bias in grouping, team portrait, team vision statement,
classmate scavenger hunt, and card sort team building structure were used in each school
respectively.
The teacher who implemented the computer-supported jigsaw II cooperative learning
strategy underwent training on the use of computer-assisted package and cooperative learning
in order to ensure that it was implemented as planned. The teacher in the control group was
trained on how to coordinate individualised computer instruction using the CALP package.
The students were also extensively trained for two on the principles and practice of
cooperative learning strategy.
Computer Assisted Learning Package (CALP) was used for test instrument. It was
self developed package for senior secondary physics used at two different instructional
settings (cooperative and individualised). It was validated by computer programmers and
educational technology experts; subject content (physics) specialists; and finally field tested
on sample representative similar to the students used for the final study. The package
contained of two topics which were subdivided into sixteen lessons. The main menu of the
package consisted of introduction, students’ registration, list of lessons as in lesson 1, 2, 3, 4,
… 16 and exit. It adopted the drill and practice modes of CAI.
Upon completion of instruction, post-tests were conducted to determine the difference
between the groups. Physics Achievement Test (PAT) was used in collecting the data. The
PAT consisted of 100 multiple choice objective items adopted from past examination of West
African Examination Council (WAEC, May/June, 1988-2008) and National Examination
Council (NECO, June/July, 2000-2007). The Test (PAT) was based on the contents of the
CALP package. Each of the stems of the PAT had five options (A - E) as possible answers to
the question. Students were required to indicate their correct answers by ticking one of the
letters (A - E) that corresponds to the correct option in each item. PAT was administered to
the experimental and control groups as pre-test and again for the post-test after it had been
reshuffled. The items were validated and tested for reliability using 40 randomly selected
SSII students. A reliability coefficient of 0.90 was obtained using the Kudar Richardson (KR-
21).
A questionnaire was used to measure the students’ attitude towards physics. Physics
Attitude Scale (PAS) was developed by the researchers to measure the students’ attitude
towards physics before and after exposed to computer-supported Jigsaw II cooperative
learning strategy. PAS contained two sections. Section A included four questions and it
focused on demographic information of physics student while Section B focused on students’
attitude towards physics subject. The section contained 20-item four point response mode of
Strongly Agree (coded 4), Agree (coded 3), Disagree (coded 2) and Strongly Disagree (coded
1) were used. To test the instrument’s validity and reliability, the initial draft of 30-item of
PAS was validated by experts. Also, it was administered on students drawn from a school
outside the sampled schools. The feedback obtained from this first administration was used to
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modify the final instrument. The final instrument of 20-item questionnaire was tested for
reliability using test-retest method of three weeks interval. The reliability coefficients
obtained for the instruments was 0.86 using Kuder Richardson (KR 21).
The study covered twelve weeks but the treatment period for all groups lasted six
weeks. During the study, the experimental groups were exposed CSJCL as treatment, while
the control group students were individually exposed to the computer assisted instructional
package. PAT and PAS were administered as pretest and posttest respectively. The data
collected during the study were analysed using Analysis of Covariance (ANCOVA) and
Scheffe’s test using Statistical Package for Social Sciences (SPSS) version 11 at 0.05 alpha
level.
Results
The results are presented based on the research hypotheses:
Hypothesis One: There is no significant difference in the performance of secondary school
students taught physics using computer-supported Jigsaw II cooperative setting and those
taught using Individualized Computer Instruction (ICI).
To determine whether there was significant difference in the post-test mean scores of
the computer supported Jigsaw II and the control group (individualised computer instruction),
data were analyzed using the analysis of covariance (ANCOVA). Table 1 contains the result
of the analysis.
Table 1: ANCOVA post-test on experimental (Jigsaw II) and control (ICI) groups
Source of
Variation
Sum of
Square
df Mean Square F
Significance
of F
Covariate
(Pre-test)
587.599 1 587.599 12.003 0.001
Main Effect
(Treatment)
933.609 1 933.609 19.072 0.000
Model 1561.303 2 780.652 15.947 0.000
Residual 3769.384 77 48.953
Total 343981.000 80
Table 1 shows the main effect of treatment group (computer-supported Jigsaw II) on
students performance produced an F (1, 77) = 19.072, p = 0.000) for the main effect
(treatment) was significant, this indicates that the method of instruction produced a
significant effect on the post-test achievement scores of students when covariate effect (pre-
test) was controlled. The result indicated that the treatment, using Jigsaw II and ICI
accounted for the difference in the post-test achievement scores of the students. Hence,
Hypothesis one was rejected. Therefore, there was significant difference between students
taught using computer-supported Jigsaw II cooperative strategy and ICI. The performance of
students in the two groups were further compared using the mean gain scores between the
pre-test and posttest for each group, the results are shown in Table 2 and graphically
illustrated in Figure 1.
Table 3: Mean gain scores of students taught physics using Jigsaw II and ICI
Group Pretest Posttest Mean Gain Score
Jigsaw 20.07 68.38 48.31
ICI 19.82 61.39 41.57
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From Table 2 showed that all the groups had improved performance in post-test. For
instance, Jigsaw II had highest mean gain scores of 48.31 while the (ICI) had the mean gain
scores of 41.57. This indicates that the two groups benefited from the treatment, with Jigsaw
II having better performance.
Figure 1: Graphical illustration of students’ performance in Jigsaw II and ICI
Hypothesis Two: There is no significant difference in the performance of male and female
students taught physics using computer-supported Jigsaw II cooperative setting.
To determine whether there was significant difference in the post-test mean scores of
the computer-supported Jigsaw II and the control group (ICI), data were analyzed using the
analysis of covariance (ANCOVA). Table 3 contains the result of the analysis. The results on
this hypothesis are as shown in Table 3.
Table 3: ANCOVA results of male and female students in Jigsaw II group
Source of
Variation
Sum of
Square
df
Mean
Square
F
Significance
of F
Covariate
(Pretest)
225.022 1 225.022 5.567 0.023
Main Effect
(Gender)
76.051 1 76.051 1.882 0.178
Model 323.606 2 161.803 4.003 0.026
Residual 1576.299 39 40.418
Total 198290.000 42
Table 3 indicates that the main effect of treatment (Computer-Supported Jigsaw II) on
gender produced an F (1, 39) = 1.882, p = 0.178 which was not significant at 0.05 alpha level.
This shows that there was no significant difference between the posttest means scores of male
and female students. Male students’ scores did not differ significantly from their female
counterparts when both were taught using computer-supported Jigsaw II. Therefore,
hypothesis two was not rejected. The mean gain scores between the pretest and posttest for
the male and female students were further compared graphically as illustrated in Table 4 and
Figure 2.
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Table 4: Mean gain scores of male and female students in Jigsaw II group
Group Pretest Posttest Mean Gain Score
Male 20.36 69.46 58.72
Female 19.50 66.21 58.24
Table 4 showed that both the male and female students exposed to computer-
supported Jigsaw II setting benefited from the treatment. The mean gain scores of male
students were 58.72 while the mean gain scores of the female students were 58.24. The mean
gain scores of female students were different from the mean gain scores of the male students
by 0.48. This indicates that computer-supported Jigsaw II improved both male and female,
with male students having better posttest performance and mean gain scores than female
students. Furthermore, the comparison in the mean gain scores between their pretest and
posttest is shown in Figure 2.
Figure 2: Graphical illustration of male and female students in Jigsaw II group
Hypothesis Three: There is no significant difference in the attitude of secondary school
students taught physics using computer-supported Jigsaw II cooperative strategy and those
taught Individualized Computer Instruction (ICI).
To determine whether there was significant difference in the pretest and postttest
attitude mean values of students exposed to computer-supported Jigsaw II cooperative
strategy, data were analyzed using the analysis of covariance (ANCOVA). Table 5 contains
the result of the analysis. The results on this hypothesis are as shown in Table 5.
Table 5: ANCOVA results of attitude mean values of students in Jigsaw II and ICI
groups
Source of
Variation
Sum of
Square
df
Mean
Square
F
Significance
of F
Covariate
(Pretest)
2119.880 1 211.880 33.386 0.000
Main Effect
(Attitude)
2741.531 1 2741.531 43.177 0.000
Model 4259.096 2 2129.548 33.593 0.000
Residual 4889.159 77 63.496
Total 9148.258 80
From Table 5, the main effect of treatment group (computer-supported Jigsaw II
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cooperative strategy) on attitude produced an F (1, 77) = 43.167, p = 0.000. This result was
significant at the 0.05 alpha level. This indicates that there was significant difference in the
attitude of physics students taught using Jigsaw II computer-supported cooperative strategy
and ICI. The hypothesis three is therefore rejected. This indicates that students’ attitude
towards physics before the treatment (pretest) differ significantly from attitude after the
treatment (posttest) when exposed to computer-supported Jigsaw II cooperative strategy and
ICI.
The mean gain values between the pretest and posttest of students’ attitude using
computer-supported Jigsaw II cooperative strategy and ICI were tabulated and graphically
illustrated as shown in Table 6 and Figure 3 respectively.
Table 6: Mean gain values of students’ attitude towards physics using Jigsaw II
Group Pretest Posttest Mean Gain Score
ICI 32.524 60.176 27.632
Jigsaw II 35.205 49.821 14.616
From Table 6, it was observed that attitude of students’ towards physics was increased
after taught using computer-supported Jigsaw II cooperative learning. The students’ pretest
attitudes mean gain values of 1.63 while the posttest attitudes mean gain value of 3.01. This
indicated that the students benefited from the treatment and like Jigsaw II computer-
supported cooperative setting. Furthermore, the comparison in the mean values between
students pretest and posttest is shown in Figure 3.
Figure 3: Graphical illustration of students’ attitude towards physics using Jigsaw II
and ICI
Discussion of Findings
The results of the analyses related to the hypothesis one indicated a significant
difference in students’ performance of in favour of those in the experimental group (Jigsaw
II). Findings indicated significant difference between the performances of students exposed to
Jigsaw II and ICI. The findings as regards better performance of students in the Jigsaw II as
compared to the ICI agree with earlier findings of Keramati (2010), Yusuf, Gambari and
Olumorin (2012) in physics and Yusuf and Afolabi (2010) in biology which reported that
students taught using computer-supported CAI performed better than those taught using
computer assisted instruction in individualised settings. Furthermore, this finding is supported
by the findings of Lai and Wu (2006) in nursing education, Hanze and Berger (2007) and
Berger and Hanze (2009), (Gambari, 2010) in physics, Altiparmak & Nakiboglu-Tezer
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(2009) in chemistry, Mattinly, VanSickle and Ronald (2009) in geography, Moreno (2009),
Doymus, (2008) and Jansoon, Somsook and Coll (2008) in biology, Zakaria, Solfitri, Daud &
Abidin (2013) in mathematics reported that Jigsaw II is considerably more effective than
individualistic instructional strategy and conventional classroom instruction respectively.
However, the finding disagree with the findings of Shaaban (2006), Ross, Seaborn and
Wilson (2002) and Thompson and Pledger (1998) who found no significant difference in the
achievement of students taught using Jigsaw and those taught using conventional classroom
and discussion methods respectively.
The superiority of Jigsaw II strategy stems from the fact that it was a task structured
(task specialization) and incentive structured (group rewards for individual learning, group
reward for group product, and individual rewards) cooperative strategy in such a way that if
well implemented will produce a positive outcome. It was observed that Jigsaw II
instructional strategies provides no room for free rider, in which some group members do all
or most of the work while others go along for the ride (Slavin, 1995). Every member of the
team must have learned the whole lesson in the home group, learn a portion in the Jigsaw
group, then, takes turn to teach the portion to his teammates, complete individual and group
tasks (Moreno, 2009).
The results of the analyses related to the hypothesis two indicated no significant
difference in the performance of male and female students taught physics using computer-
supported Jigsaw II cooperative learning. The findings as regards the performance of male
and female students in the Jigsaw II group differ from the earlier findings of Olson (2002)
which reported that females performed better than males students when taught mathematics
using cooperative learning. Also disagree with Khairulanuar, Nazre, Sairabanu, and
Norasikin (2010) which found gender differences in favour of male students. Furthermore, it
agree with the findings of Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost,
Pollock and Finkelstein (2009), Adeyemi (2008) and Ajaja & Eravwoke (2010) which
reported that gender had no influence on academic performance of students in cooperative
learning.
The results of the analyses related to the hypothesis four indicated significant
difference in the attitude of students taught physics using computer-supported Jigsaw II
cooperative learning before and after the treatment. The findings agree with the earlier
findings of Ajaja and Eravwoke (2010), Artut and Tarim (2007), Gomleksiz (2007), Lai and
Wu, (2006) Moreno (2009) and Zakaria, Solfitri, Daud and Abidin (2013) which revealed
that cooperative learning setting increased students’ positive attitudes towards learning.
However, it disagree with the findings of Arra, D’Antonio and D’Antonio (2011) which
revealed that some students did not prefer to work in group, meaning that cooperative
learning is not for everyone. The better attitude exhibited by students in the cooperative
learning classroom may have been achieved because feedback, reinforcement, and support
come from students’ peers in the group. Again, students in cooperative learning performing
better in test of attitude towards studies may perhaps be because of imbibing of role
expectations and responsibility, which are two very important features of cooperative
learning (Ajaja & Eravwoke, 2010).
On the interaction effect, there is non-significant interaction effects on performance
were found between treatment (method) and gender; and gender and achievement levels.
However, significant interaction effect on performance was found between treatment
(method) and achievement level. It is believed that the higher thought processes as required
for higher achievement, are induced by the interaction with one another more than with the
traditional treatment from books and classroom teachers. This, again, may have contributed
to the noticed significant difference in achievement scores between students taught physics
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using Jigsaw II cooperative learning strategy and those in the individualized computer
instruction (ICI).
These findings have strong implications for teaching and learning of physics in
secondary schools in Nigeria using computer supported cooperative learning strategies.
Major implication of these findings is that computer assisted instruction is better in
cooperative learning settings than in individualized setting. Furthermore, the findings provide
sound empirical basis which indicate that performance of students in physics and other
science subjects would be greatly improved if students are exposed to computer-supported
Jigsaw II cooperative learning strategy.
Recommendations
Based on the major findings of this study, the following recommendations are
proffered.
(i) Teachers should expose physics students to computer-supported Jigsaw II cooperative
instructional strategy so as to improve students’ performance in physics. In addition,
government, educational agencies and other education stakeholders should organize
workshops on the use of computer-supported cooperative learning strategy to enhance
better performance of secondary school students.
(ii) Teacher education programme in Nigerian tertiary institutions should be improved
upon to prepare teachers who can apply innovative teaching approach (computer-
supported instructional strategy), which will promote effective teaching and learning.
About the Authors
Isiaka Amosa GAMBARI (Ph.D) is Senior Lecturer (Educational Technology) in Science
Education Department at Federal University of Technology, Minna.
Charles Olubode OLUMORIN (PhD) is working in Department of Educational Technologyat
University of Ilorin.
Mudasiru Olalere YUSUF (Ph.D) is Professor (Educational Technology) in Department of
Educational Technology at University of Ilorin, Ilorin, Nigeria.
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