Enhancing Conceptual Understanding of Genetics Through Jigsaw and Think-Pair-Share Methods:

Abstract

The study investigates enhancing conceptual understanding of genetics through jigsaw and think-pair-share methods: a quasi-experimental study in Agona SDA SHS, Adu Gyamfi SHS and Agona SHTS within the Sekyere South Municipal, Ashanti Region. Using a quasi-experimental design, specifically control group pre-test post-test model, the study involved 95 students— 50 males and 45 females and two schools were randomly chosen out of four schools in the Municipal. To assess students' performance, the Genetic Achievement Test (GAT), created and approved by experts in biology teaching, was used. Using jigsaw (JS) and think-pair-share (TPS), the experimental group learned genetics—which includes variation, inheritance, genetic crosses, and blood groupings over the course of four weeks, whereas the control group was instructed using the traditional pedagogical technique (CPA).Mann Whitney U test was used for the analysis and semi structured questions were used to determined students’ perception about the use of JS and TPS. Comparing the experimental group to the control group, the results showed a considerable improvement in their grasp of genetics. This implies that jigsaw (JS) and think-pair-share (TPS) improve conceptual learning and comprehension of intricate biological concept like genetics. Gender performance differences were further reduced by the fact that think pair share (TPS) and jigsaw (JS) shown similar accomplishments between male and female students. Based on the findings, students who engaged in think-pair-share (TPS) and jigsaw (JS) exercises showed improved attitudes about genetic findings suggest that TPS and JS can improve biology instruction, especially in genetics classes, enhance student performance, and foster critical thinking.