Effects of Jigsaw II on Academic Achievement in English Prep Classes

Evcim, Hüseyin; İpek, Ömer Faruk

doi:10.1016/j.sbspro.2013.01.236

Cited by 26 publications

(27 citation statements)

References 5 publications

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“…Therefore, having acute interaction opportunities helped them learn mathematics skills effectively. These findings are also in line with the previous findings of the studies (Aydin, & Biyikli, 2017;Baroody, Clements & Sarama, 2019;Evcim & İpek, 2013).…”

Section: Resultssupporting

confidence: 93%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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The prime purpose of the current study was to investigate the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and determine the effect of Jigsaw strategy on the mathematics achievement of middle-grades grade-two students. The current study included 80 students who were enrolled in the mathematics lessons in 2017-2018 academic year. Of the total sample, forty were included in an experimental group and forty were in control group. The experimental group was given Jigsaw strategy intervention whereas the control group was taught following existing traditional method (teacher-centred). The findings of the study showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students. Additionally, the findings also revealed that experimental group students also exhibited positive attitude towards the mathematics lessons. These overall findings have some implications on learning and teaching of mathematics in Iraq context. This study also provides ample evidences that teacher-centered method is obsolete and ineffective especially in teaching mathematics.

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Section: Resultssupporting

confidence: 93%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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“…Thinking styles in the viewpoint of mental self-government referred to people selecting the most comfortable management pattern from several methods for the management of daily activities. Researchers further explored thinking styles and personality and found out certain degree of overlap of the two (Evcim &İpek, 2013). Basically, styles differ from people and are not good or bad; the point is to match styles with environments and thoroughly develop personal strengths.…”

Section: E-learningmentioning

confidence: 99%

Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design

Liu

Hsueh

2016

EURASIA J MATH SCI T

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Along with the constant advance of information technology and the rapid development of the Internet, the diverse functions and characteristics of e-learning break through lots of limitations in traditional instruction. Properly integrating e-learning design with Internet activities could enhance students' learning effect, and applying digital technology to assist in teachers' instruction is a future trend of instruction. A nonequivalent experimental design is applied to the quasi-experimental research in this study, in which total 162 students in three classes in National Taipei University of Technology, Tung Fang Design Institute, National Yunlin University of Science and Technology in Taiwan are selected as the research subjects for the 16-week (three hours per week) experimental teaching research. The research results conclude that 1. thinking styles present significant effects on transfer of learning, 2.e-learning shows remarkable effects on transfer of learning, 3.liberal thinking styles reveal the best effect on promoting far transfer under e-learning, and 4.conservative thinking styles appear the best effect on promoting near transfer under e-learning. At the end, conclusions and suggestions are proposed in this study, expecting to provide teachers with some assistance in the teaching methods.

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“…The reason underlying this result may be students teach the topics they specialize each other, the Jigsaw method direct them to cooperation, they explain their ideas in a relaxed atmosphere while application of Jigsaw method, so learning process are more productive. These results are consistent with the results of the previous studies asserting that cooperative learning model plays an effective role in transforming knowledge into terminal behaviors, improving students' motivations and skills, facilitating the comprehension of subjects that are difficult to understand, and making the knowledge permanent by keeping students active, ensuring personal participation of students in the activities, and making students understand subjects better (Ghaith and El-Malak, 2004;Aladejana and Aderibigbe, 2007;Artut and Tarim, 2007;Doymuş, 2007;McKee et al ,2007, Maceiras et al, 2009Aksoy and Doymuş, 2011;Sancı and Kılıç, 2011;Zacharia et al, 2011;Akçay et al, 2012;Demir, 2012;Akkuş, 2013;Aksoy, 2013;Aksoy and Gürbüz, 2013;Evcim and İpek, 2013;Fırat, 2014;Çalıklar, 2015;Kardaş and Cemal, 2015;Şahin, 2011;Kardaş, 2013 b;Kardaş, 2015 a;Kardaş, 2014;Kardaş, 2013a;Kardaş, 2013c;Şahin et al, 2011;Kardaş, 2013 d;Maden et al, 2011). The effectiveness of the Jigsaw technique is supported by other studies as well (Özdilek et al, 2010;Koç, 2013;Kılınç and GüvenYıldırım, 2015;Aydın and Kömürkaraoğlu, 2016;Şahin, 2011 a;Maden, 2011a;Şahin, 2010 a;Maden, 2010;Avşar and A...…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

Koç¹,

Yıldız²,

Caliklar³

et al. 2016

Educ. Res. Rev.

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The aim of this study is to determine the effect of Jigsaw II technique, reading-writing-presentation method, and computer animation on students' academic achievements, epistemological beliefs, attitudes towards science lesson, and the retention of knowledge in the "Light" unit covered in the 7 th grade. The sample of the study consists of 71 seventh-grade students from two different middle schools located in Erzurum City (Turkey) in the 2013-2014 academic year. One of these schools was randomly determined as the Jigsaw II Group (JIIG) (n = 24). In this group, the Jigsaw II technique was used during the cooperative learning. Another school was taken as the Reading-Writing-Presentation Group (RWPG) (n=22). In this group, the reading-writing-presentation method was employed. The other school was appointed as the Animation Group (AG) (25). In this group, computer animations were used. Academic Achievement Test (AAT), Science Lesson Attitude Scale (SLAS), and Epistemological Belief Questionnaire (EBQ) were used for data collection. The data were evaluated by using descriptive statistics, ANOVA, and ANCOVA. According to the analyses results, the Jigsaw II technique and the reading-writing-presentation method are more effective than animations in terms of academic success and retention of knowledge, but the difference between the effectiveness of the reading-writingpresentation method and that of animations is not significant. The results also indicate that Jigsaw II and animations have more positive influences on epistemological beliefs when compared to the reading-writing-presentation method. Finally, they show that all the three methods and techniques used in the study are effective in creating positive attitudes towards the lesson among students, and the use of animations has more positive influences than others.

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Effects of Jigsaw II on Academic Achievement in English Prep Classes

Cited by 26 publications

References 5 publications

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design

Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of Light Unit

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