GS THESIS Master of Arts in Teaching Major in Science
University of Rizal System, Rodriguez, Rizal
2020

The implementation of the K to 12 Curriculum through DepEd Order No 71. 2013 created a trend in an integrative and interactive approach in teaching learning characterized by group leaming and sharing of knowledge between teachers and among students. This study investigated the relative effectiveness of the Jigsaw Method in the academic performance in Science of Grade 9 Earth and Uranus in Tagumpay National High School

The study used protest-posttest control group design. Two sections of Grade D classes from Tagumpay National High School Rcenguez Rizal were randoenly assigned to experimental and control groups, where Jigsaw method was used with the experimental group while the control group received the conventional method of teaching as prescribed by DepEd for the K to 12 curriculum. Data were collected using a researcher-constructed Science achievement test, lesson plans and other instructional materiais developed by the researcher and reviewed by a panel of practitioners and pilot-tested at Tagumpay National High School, Rodriguez, Rizal

t-test was used to determine if a significant difference exists in the achievement of the two groups at 0.05 level of significance. The results revealed that students taught using the Jigsaw method gained significantly more knowledge and understanding in the five areas in Chemistry Grade 9 than the students taught in the conventional teaching method The jigsaw method is useful in promoting academic achievement, enhancing self-esteem, and in developing positive relationship and social support
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In conclusion, jigsaw method can be used as an entiancoment and alternative technique in teaching Chemistry Grade 9 at Tagumpay National High School Training workshops in Jigsaw method for teachers, motivating teachers to develop materials using jigsaw method, and further research on the usefulness and applicability of jigsaw methods are recommended.