The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject. Article visualizations
