ABSTRACT

 The study investigated the effect of Jigsaw and Know-What-Learn teaching strategies on Senior Secondary School Students’ academic achievement and motivation in reading comprehension. Six research questions were posed and six hypotheses were formulated to guide the study which was carried out in two schools in Umuahia Educational Zone of Abia state. One hundred and twenty (120) SS two students were used for the study, using purposive sampling out of a population of 7,837 senior secondary 2 students. The study is a quasi-experimental study which employed pretest posttest control group design and a 3x2 factorial design. Two instruments used for data collection were Reading Comprehension Achievement Test (RCAT) developed by the researcher and Reading Comprehension Motivation Questionnaire Scale (RCMQS) which adapted Gardner’s (2001) reading comprehension motivation questionnaire scale. RCAT was validated by three experts and the reliability coefficient using Kuder Richardson was found to be 0.85. RCMQS was validated by three experts and the reliability coefficient using Cronbach alpha was found to be 0.71. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) and t-test statistics were used to test the hypotheses at 0.05 significance level. The result revealed that there is better significant difference in academic achievement of students taught reading comprehension using Jigsaw and KWL teaching strategies than those taught using Lecture teaching method. The result equally revealed that there is an improvement in the mean motivation scores of students taught English language reading comprehension after treatment with Jigsaw and KWL teaching strategies. The result also revealed that gender is not a significant factor in the academic achievement of students using Jigsaw and KWL Strategies. The result proved that Jigsaw and KWL strategies enhance senior secondary school students’ academic achievement and motivation in reading comprehension than Lecture teaching method. It was recommended that efforts should be made by curriculum experts to incorporate the Jigsaw and KWL teaching strategies into the teaching ofEnglish language reading comprehension among others.