{"id":3838,"date":"2026-07-26T11:35:32","date_gmt":"2026-07-26T11:35:32","guid":{"rendered":"https:\/\/birpub.org\/ijhte\/?post_type=journal_article&#038;p=3838"},"modified":"2026-07-26T11:35:33","modified_gmt":"2026-07-26T11:35:33","slug":"effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state","status":"publish","type":"journal_article","link":"https:\/\/birpub.org\/ijhte\/journal_article\/effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state\/","title":{"rendered":"Effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Onu, Chinyere Theresa<sup>1<\/sup> &amp; Prof. Igba, Elizabeth Chimezie, Phd<sup>2<\/sup><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstract<\/strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td><em>The study examined the effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State. Three purposes, three research questions and three hypotheses guided the study. The study adopted quasi-experimental, pre-test, post-test non-equivalent control group research design. The population of the study was 21478 (10,305 males and 11,173 females) Upper Basic students in six Education Zones of Enugu State. The sample of the study is 428 Upper Basic II students (200 males and 228 females) drawn using multistage sampling technique. The instrument for data collection was Nutrition Knowledge Test (NKT). The instrument was validated by three experts and further tested for reliability and the KR-20 reliability coefficient of the 20-item test was 0.87. Data were analyzed using mean and standard deviation to answer the research questions. The findings of the research questions revealed that Home Economics students <\/em><em>taught nutrition education with Jigsaw Learning Strategy have a higher <\/em><em>nutritional knowledge mean score <\/em><em>than those taught with the conventional approach. <\/em><em>Female Home Economics students taught nutrition education with Jigsaw Learning Strategy have <\/em><em>a higher <\/em><em>nutritional knowledge mean score <\/em><em>than male <\/em><em>Home Economics students<\/em><em> taught with the same approach. T<\/em><em>here is no interaction between method and gender on Home Economics students\u2019 nutritional knowledge mean score. The hypotheses were tested using Analysis of Covariance (ANCOVA) and the findings revealed that: <\/em><em>There is a <\/em><em>significant difference in the nutritional knowledge mean score of junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy and students taught nutrition education with the conventional method. There is no significant difference in the nutritional knowledge mean score of male and female junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy. There is no significant difference in the interaction effect of method and gender on junior secondary school Home Economics students\u2019 nutritional knowledge mean score. It was recommended that Home Economics teachers should adopt the Jigsaw Learning Strategy in teaching nutrition education in Upper Basic Schools<\/em><em><\/em><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Keywords: <\/em><\/strong><em>Jigsaw Learning Strategy, Nutrition, Nutrition Education, Nutrition Knowledge, Home Economics<\/em><strong><em>Cite<\/em><\/strong><em>: <\/em>Onu, C. T., &amp; Igba, E. C. (2026). Effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State.<em>International Journal of Humanities, Thought and Expression,4(3), 77-89.<\/em><a href=\"https:\/\/doi.org\/%20\">https:\/\/doi.org\/10.5281\/zenodo.21597725<\/a><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/07\/IJHTE_4377-89.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of IJHTE_43,77-89.\"><\/object><a id=\"wp-block-file--media-de2da3c3-1376-4301-954f-d464fa520bd7\" href=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/07\/IJHTE_4377-89.pdf\">IJHTE_43,77-89<\/a><a href=\"https:\/\/birpub.org\/ijhte\/wp-content\/uploads\/sites\/4\/2026\/07\/IJHTE_4377-89.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-de2da3c3-1376-4301-954f-d464fa520bd7\">Download<\/a><\/div>\n","protected":false},"author":1,"template":"","journal_article_cats":[235],"class_list":["post-3838","journal_article","type-journal_article","status-publish","hentry","journal_article_cat-vol-4-no-3"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.1 (Yoast SEO v28.1) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State - International Journal of Humanities, Thought and Expression<\/title>\n<meta name=\"description\" content=\"The study examined the effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State. Three purposes, three research questions and three hypotheses guided the study. The study adopted quasi-experimental, pre-test, post-test non-equivalent control group research design. The population of the study was 21478 (10,305 males and 11,173 females) Upper Basic students in six Education Zones of Enugu State. The sample of the study is 428 Upper Basic II students (200 males and 228 females) drawn using multistage sampling technique. The instrument for data collection was Nutrition Knowledge Test (NKT). The instrument was validated by three experts and further tested for reliability and the KR-20 reliability coefficient of the 20-item test was 0.87. Data were analyzed using mean and standard deviation to answer the research questions. The findings of the research questions revealed that Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than those taught with the conventional approach. Female Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than male Home Economics students taught with the same approach. There is no interaction between method and gender on Home Economics students\u2019 nutritional knowledge mean score. The hypotheses were tested using Analysis of Covariance (ANCOVA) and the findings revealed that: There is a significant difference in the nutritional knowledge mean score of junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy and students taught nutrition education with the conventional method. There is no significant difference in the nutritional knowledge mean score of male and female junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy. There is no significant difference in the interaction effect of method and gender on junior secondary school Home Economics students\u2019 nutritional knowledge mean score. It was recommended that Home Economics teachers should adopt the Jigsaw Learning Strategy in teaching nutrition education in Upper Basic Schools\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/birpub.org\/ijhte\/journal_article\/effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State\" \/>\n<meta property=\"og:description\" content=\"The study examined the effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State. Three purposes, three research questions and three hypotheses guided the study. The study adopted quasi-experimental, pre-test, post-test non-equivalent control group research design. The population of the study was 21478 (10,305 males and 11,173 females) Upper Basic students in six Education Zones of Enugu State. The sample of the study is 428 Upper Basic II students (200 males and 228 females) drawn using multistage sampling technique. The instrument for data collection was Nutrition Knowledge Test (NKT). The instrument was validated by three experts and further tested for reliability and the KR-20 reliability coefficient of the 20-item test was 0.87. Data were analyzed using mean and standard deviation to answer the research questions. The findings of the research questions revealed that Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than those taught with the conventional approach. Female Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than male Home Economics students taught with the same approach. There is no interaction between method and gender on Home Economics students\u2019 nutritional knowledge mean score. The hypotheses were tested using Analysis of Covariance (ANCOVA) and the findings revealed that: There is a significant difference in the nutritional knowledge mean score of junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy and students taught nutrition education with the conventional method. There is no significant difference in the nutritional knowledge mean score of male and female junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy. There is no significant difference in the interaction effect of method and gender on junior secondary school Home Economics students\u2019 nutritional knowledge mean score. It was recommended that Home Economics teachers should adopt the Jigsaw Learning Strategy in teaching nutrition education in Upper Basic Schools\" \/>\n<meta property=\"og:url\" content=\"https:\/\/birpub.org\/ijhte\/journal_article\/effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state\/\" \/>\n<meta property=\"og:site_name\" content=\"International Journal of Humanities, Thought and Expression\" \/>\n<meta property=\"article:modified_time\" content=\"2026-07-26T11:35:33+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"2 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/journal_article\\\/effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state\\\/\",\"url\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/journal_article\\\/effect-of-jigsaw-learning-strategy-on-nutrition-education-knowledge-of-home-economics-students-in-upper-basic-schools-in-enugu-state\\\/\",\"name\":\"Effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State - International Journal of Humanities, Thought and Expression\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/birpub.org\\\/ijhte\\\/#website\"},\"datePublished\":\"2026-07-26T11:35:32+00:00\",\"dateModified\":\"2026-07-26T11:35:33+00:00\",\"description\":\"The study examined the effect of Jigsaw Learning Strategy on Nutrition Education Knowledge of Home Economics Students in Upper Basic Schools in Enugu State. Three purposes, three research questions and three hypotheses guided the study. The study adopted quasi-experimental, pre-test, post-test non-equivalent control group research design. The population of the study was 21478 (10,305 males and 11,173 females) Upper Basic students in six Education Zones of Enugu State. The sample of the study is 428 Upper Basic II students (200 males and 228 females) drawn using multistage sampling technique. The instrument for data collection was Nutrition Knowledge Test (NKT). The instrument was validated by three experts and further tested for reliability and the KR-20 reliability coefficient of the 20-item test was 0.87. Data were analyzed using mean and standard deviation to answer the research questions. The findings of the research questions revealed that Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than those taught with the conventional approach. Female Home Economics students taught nutrition education with Jigsaw Learning Strategy have a higher nutritional knowledge mean score than male Home Economics students taught with the same approach. There is no interaction between method and gender on Home Economics students\u2019 nutritional knowledge mean score. The hypotheses were tested using Analysis of Covariance (ANCOVA) and the findings revealed that: There is a significant difference in the nutritional knowledge mean score of junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy and students taught nutrition education with the conventional method. There is no significant difference in the nutritional knowledge mean score of male and female junior secondary school Home Economics students taught nutrition education with Jigsaw Learning Strategy. 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