Research Article

Improving Biology Achievement Among Serialist Learners using a Jigsaw-Enriched Polya Problem-Solving Model: Evidence from Secondary Schools in Zaria, Nigeria

Muhammad Hayatu Yusuf1*, Janet Funke Jesulowo1
1 Department of Science Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria
* Corresponding author: mhayatuyusuf@abu.edu.ng
Published: Aug, 2026
DOI: 10.67203/jossme.2026.8h2y9kie
Pages: 352–361
Views: 3
Downloads: 0

Abstract

This study investigated the effectiveness of a Jigsaw-Enriched Polya Problem-Solving Model in improving Biology achievement among serialist learners in secondary schools in Zaria, Nigeria. The study was motivated by the persistent poor achievement of students in Biology and the need for innovative instructional approaches that accommodate learners' cognitive preferences while promoting active participation and problem-solving skills. The study employed a quasi-experimental pretest-posttest control group design. The population comprised 7,097 Senior Secondary School II (SS II) Biology students from 30 public secondary schools in Zaria Education Zone, Kaduna State. A sample of 79 students was selected from two purposively chosen co-educational schools. The Learning Style Inventory (LSI) was used to identify serialist learners, while the Biology Concepts Performance Test (BCPT) served as the achievement measure with reliability coefficient of 0.86 determined using Pearson Product Moment (PPM). Students in the experimental group were taught using the Jigsaw-Enriched Polya Problem-Solving Model, whereas those in the control group were taught using the Conventional Method. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. Findings revealed that serialist learners exposed to the Jigsaw-Enriched Polya Problem-Solving Model obtained a higher mean Biology achievement score (M = 59.39, SD = 15.58) than those taught using the Conventional Method (M = 50.84, SD = 15.16), with a mean difference of 8.55. Analysis of Covariance (ANCOVA) results further indicated a statistically significant difference between the mean Biology achievement scores of the two groups, F(1, 76) = 83.61, p < .001, partial η² = .524. Consequently, the null hypothesis, which stated that there is no significant difference between the mean Biology achievement scores of secondary school serialist learners taught using the Jigsaw-Enriched Polya Problem-Solving Model and those taught using the Conventional Method, was rejected. The study concluded that the Jigsaw-Enriched Polya Problem-Solving Model significantly enhances the Biology achievement of serialist learners and is more effective than the Conventional Method. The study recommends that Biology teachers adopt the model as an instructional strategy for improving students' achievement and promoting meaningful learning in secondary school Biology classrooms

Keywords

biology achievement serialist learners jigsaw cooperative learning Polya problem-solving model secondary school students

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How to Cite

Yusuf, M. H., & Jesulowo, J. F. (2026). Improving Biology Achievement Among Serialist Learners using a Jigsaw-Enriched Polya Problem-Solving Model: Evidence from Secondary Schools in Zaria, Nigeria. Journal of Studies in Science and Mathematics Education, 6(1), 352–361. https://doi.org/10.67203/jossme.2026.8h2y9kie

M. H. Yusuf, and J. F. Jesulowo, "Improving Biology Achievement Among Serialist Learners using a Jigsaw-Enriched Polya Problem-Solving Model: Evidence from Secondary Schools in Zaria, Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 352–361, August 2026. doi: 10.67203/jossme.2026.8h2y9kie

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