Effect of Jigsaw and Team Pair‐Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment.

This study investigated the effect of the Jigsaw and Team‐Pair Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment. This is a pretest–posttest control group with a follow‐up design study. A total of 56 students in Enugu State of Nigeria were randomized into one of two groups, n = 27 (male: n = 18; female: n = 9) for the treatment group and n = 29 for the control group (male: n = 20; female: n = 9). A Learner's Interest Rating Scale was used as an outcome measure. The results showed that there was a significant difference in the interest of students with visual impairment exposed to intervention strategies and those exposed to conventional‐lecture strategy in favor of those exposed to intervention strategies. This concluded that Jigsaw and Team Pair‐Solo cooperative learning strategies are effective treatment strategies that enhance the interest of students with visual impairment in Basic Science. Practitioner points: There was a significant improvement in the interest in Basic Science among school children with visual impairment exposed to Jigsaw and Team‐Pair Solo cooperative learning strategies.Gender is not statistically significant in increasing interest in Basic Science, and no significant groups and gender interaction effects.School children's interest in Basic Science was not influenced by time, group, and gender interaction effects. [ABSTRACT FROM AUTHOR]