Vol. 3 - 2026
This study was aimed at resolving by diagnosing difficult chemistry concepts in senior secondary school curriculum and then remediate by using jigsaw and project-based learning strategies. The persistent poor performance of students in the senior secondary chemistry examination has been of great concern to educators. It has been proved that the difficult chemistry concepts pose strong resistance to the conventional learning strategies in realizing chemistry education objectives. It was in a quest of better learning strategies which can permeate the resistance of the difficult chemistry concept that led the researcher into studying the extent to which jigsaw learning strategy and project-based learning strategy would help realize the expected outcomes of chemistry education in the senior secondary schools. The study adopted the pretest-protest control group quasi experimental research design. The study was in three phases: diagnosis of difficult concepts, prescription and remediation using the PbLs and JLS. An intact class of senior secondary school two science students in three public SSSs were randomly selected. The instruments utilized were chemistry Concepts Rating Scale (r = 0.74), Students’ Attitude to Chemistry Questionnaire (r = 0.75), Chemistry Concepts Achievement (r =0.82) and Mathematical Ability (r = 0.83) tests. Data were analyzed using percentages, means scores, ANCOVA and Bonferroni Post-hoc test at 0.005 level of significance. Findings from the results showed that project-based and Jigsaw learning strategies remediated and enhanced students’ achievement in and attitude to difficult concepts in chemistry in Osogbo, Nigeria. It was recommended therefore, that chemistry teachers should adopt the two innovative learning strategies to improve students’ achievement in the subject.
Resolving, Diagnosing, Remediation, Project-Based Learning Strategie
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