This study investigated the effects of Jigsaw II, scaffolding strategies, and the conventional teaching method on the academic performance of Senior Secondary School Two (SSS II) students in Biology in Ekiti State, Nigeria. Adopting a quasi-experimental pre-test, post-test, control group design, the research involved two experimental groups and one control group. A multistage sampling procedure was employed to select 187 students from six public secondary schools across three Local Government Areas. The instructional strategies for Jigsaw II and scaffolding were implemented over six weeks, with trained Biology teachers acting as research assistants. Students’ performance was assessed using the Performance Test in Biology (PTB), which was validated by experts and comprised standardised multiple-choice questions. Data analysis revealed no significant difference in pre-test mean scores across the groups, confirming their initial homogeneity. However, post-test results indicated significant improvements in the performance of students exposed to Jigsaw II and scaffolding strategies compared to those taught using the conventional method. Specifically, the Jigsaw II group achieved the highest mean improvement (20.32), followed closely by the scaffolding group (20.10). Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) confirmed statistically significant differences in post-test scores among the groups (p < 0.05). Scheffe post-hoc tests further highlighted the superiority of Jigsaw II, with no significant difference between Jigsaw II and scaffolding strategies but a marked advantage over the conventional method. These findings underscore the efficacy of Jigsaw II and scaffolding strategies in enhancing students’ academic performance in Biology. The study recommends the integration of these active learning strategies into the Biology curriculum to foster improved student outcomes and engagement in secondary schools.

Keywords: Jigsaw II, Scaffolding, Students, Performance, Biology,

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