Abstract
Grammar is a series of principles that regulate the standard order and relationships of words in a phrase. The effectiveness of Jigsaw II pedagogical strategy on the outcome of learning English grammar in Ibadan was examined in this study. Quasi-experimental served as the research design in this study. Random sampling technique was employed to choose two secondary schools, which were randomly allocated to control and experimental groups. This study has a sample of 199 participants, with 93 Jigsaw II and 99 conventional group participants. English Grammar Test was used to measure the learning outcome of the participants and duly validated. Split-half was employed for reliability, and an index of 0.79 was obtained using Cronbach Alfa. The two hypotheses were analyzed with ANCOVA at 0.05 significant level. This study found that Jigsaw II impacted the learning outcome of English grammar students (F(1, 189) = 67.515, p<0.05). Also, the retention ability of students was significantly enhanced due to Jigsaw II being used for instruction (F(1, 90) = 10.082, p<0.05). One recommendation proposed was that Jigsaw II instructional strategy should be incorporated into teacher education programs so prospective teachers (student-teachers) acquire basic skills to design and implement this teaching strategy before graduation.