Effects of Animation-Supported Jigsaw Cooperative Learning on Students’ Achievement in Geometry: Evidence from a Linear Mixed-Effects Model
DOI:
https://doi.org/10.46328/ijres.6015Keywords:
Animation, Jigsaw cooperative learning, Geometry education, Mixed-effects model, Mathematics achievementAbstract
Mathematics classrooms in Ghana continue to be dominated by traditional teacher-centered instruction, which often results in low student achievement, particularly in geometry. This study aimed to examine the effect of integrating computer animation with the Jigsaw cooperative learning approach on students’ conceptual understanding of circle theorems. The main research question was: “Does teaching circle theorems through Jigsaw cooperative learning integrated with computer animation improve students’ academic achievement compared to traditional methods?” A quasi-experimental design with pre- and post-tests was employed, involving 291 senior high school students from three public schools. The participants were distributed into three instructional groups: Traditional Lecture Method (TLM), Jigsaw Cooperative Learning (JCL), and Jigsaw Cooperative Learning with Animation (JCAP). Data were collected using the Circle Theorem Achievement Test (CTAT) and the Perceptual Experience Questionnaire (PEQ). A Linear Mixed-Effects Model (LMM) was used to analyze both individual-level and school-level effects. The findings revealed that instructional strategy and pre-test performance significantly predicted students’ post-test achievement. Learners taught with JCL and JCAP outperformed those exposed to TLM by 3.68 (p < 0.001) and 5.50 (p < 0.001) points, respectively. Gender and perceptual experience showed no significant influence, while age exhibited a weak negative trend. The final model demonstrated better fit indices (AIC = 1665.19; BIC = 1705.60), confirming the robustness of the analysis. Consequently, integrating Jigsaw cooperative learning with computer animation was found to significantly enhance students’ understanding of circle theorems by promoting interaction, visualization, and conceptual engagement. These results highlight the importance of embedding technology-supported cooperative pedagogies into mathematics curricula and teacher education programs to improve learning outcomes and align with Ghana’s competency-based education framework.
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