An Appraisal of Jigsaw and Fishbowl Instructional Strategies on Pupils’ Performance in Reading Comprehension in Selected Basic Schools in Ghana

This study examined Jigsaw and Fishbowl Instructional Strategies on Pupils' Performance in Reading Comprehension in selected Basic Schools in Ghana. The study adopted pre-test and post-test control group quasi- experimental design using a 3 × 2 × 2 factorial matrices with two experimental groups and one control group. The population of the study consisted of ninety (90) class six pupils selected from the: Don Bosco Primary, Anglican Primary and Winneba Presby Primary schools. Stratified, random and purposive sampling techniques were used for the study. The main data collection tool was Reading Comprehension Achievement Test (RCAT), which was applied to Jigsaw, Fishbowl (Experimental groups) and Control groups, for both pre-test and post-test. Data analysis was done using the inferential statistics such as independent T-test, and ANCOVA. The study revealed that: Fishbowl Strategy has improved upon the performance of pupils in reading comprehension than the Traditional approach; jigsaw group (M =16.207) had significantly higher post-test scores, controlling for the effect of their Pre-test, than pupils under fishbowl (M = 15.864). The recommended that, Jigsaw and Fishbowl should be used as learning packages for reading comprehension to help the pupils to develop positive attitude towards reading comprehension.