Effect of Jigsaw Technique and Gender on Students’ Attitude to Ethnic Integration and Sustainable Development in Nigeria

Olukayode, Ajitoni Sunday; Salako, Ekima Tina

doi:10.5430/wje.v4n3p46

Cited by 10 publications

(15 citation statements)

References 9 publications

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“…The findings stated that there was a significant difference between the experimental group and the control group in favor of the experimental group. The findings of this study seem to be in line with previous research (Artut & Tarim, 2007;Doymus, 2008;Gömleksiz, 2007;Mari & Gumel, 2015;Mengduo & Xiaoling, 2010;Olukayode & Salako, 2014;Şahin, 2011;Tarhan, Ayyıldız, Ogunc & Sesen, 2013).…”

Section: Discussionsupporting

confidence: 92%

“…Cooperative learning could activate self-regulated skills for learners. This is because during cooperative learning, learners divide the responsibilities between them, and they share and discuss the productive knowledge (Olukayode & Salako, 2014). Sharing the responsibilities could promote self-regulation skills.…”

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

“…The jigsaw technique could help the instructor give an equal chance to all learners, since the task should be divided between group's members. This behavior would be reflected in students' feeling that all learners are equal in the provided content and in being capable of working on achieving the target knowledge, particularly if leaners are from different ethnic groups (Olukayode & Salako, 2014). Further, the jigsaw task could help learners that they have difficulties in speaking in front of others; they could practice speaking, presenting, and teaching other members in groups.…”

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

“…Further, the jigsaw task could help learners that they have difficulties in speaking in front of others; they could practice speaking, presenting, and teaching other members in groups. So, it could help learners to practice the required skills in a more flexible and comfortable environment (Olukayode & Salako, 2014). Azmin (2016) claimed that learners need an assistant to resolve academic problems in an effective way.…”

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

“…Furthermore, several previous studies have been conducted to find out the effects of using the jigsaw technique in different subjects (Artut & Tarim, 2007;Doymus, 2008;Gömleksiz, 2007;Mari & Gumel, 2015;Mengduo & Xiaoling, 2010;Olukayode & Salako, 2014;Şahin, 2011;Tarhan, Ayyıldız, Ogunc & Sesen, 2013) , and they concluded that jigsaw techniques had a positive effect on the learners' performance and positively affected different learning skills.…”

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

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The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

Alfares¹

2020

AWEJ

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This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.

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Section: Discussionsupporting

confidence: 92%

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

Alfares¹

2020

AWEJ

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How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

Hind,

Astuti

2024

EUR J ENG LANG ED

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<p style="text-align:justify">Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).</p>

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The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

Tekdal¹

2018

Cukurova University Faculty of Education Journal

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The main purpose of this empirical study was to investigate the effect of using jigsaw technique of cooperative learning method on sixth grade students' achievement in teaching computer literacy lesson. Fifty five sixth grade students from two class of a public school in Turkey participated in this study. With a quasi-experimental pretestpost-test research design, one class assign to experimental and the other to control group randomly. While the experimental group (n=33) instructed with jigsaw technique of cooperative learning method, the control group (n=22) followed the regular curriculum with traditional instructional methods. Both groups were administered to an achievement test, as pre, post and retention test. A t-test analysis was used to analyses research data. The results of post-test indicated that students in experimental group had significantly higher achievement scores than students in the control group. However, no significant difference found between the groups on retention test scores.

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Effect of Jigsaw Technique and Gender on Students’ Attitude to Ethnic Integration and Sustainable Development in Nigeria

Cited by 10 publications

References 9 publications

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

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