Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

Berger, Roland; Hänze, Martin

doi:10.1080/09500693.2014.985757

Cited by 76 publications

(65 citation statements)

References 48 publications

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“…It seems that the items in the instrument became more similar in terms of the responses they elicited from these particular learners after the students had experienced additional formal teaching about the canonical scientific concepts being tested: something to be both expected and welcomed (and a finding consistent with Athanasiou and Mavrikaki's finding that reliability in their study was lowest for the group of students who had not been formally taught biology in higher education). A similar finding was reported by Berger and Hänze (2015) in a study of teaching physics through the jigsaw cooperative learning technique where internal consistency, as measured by alpha, increased from 0.45 before instruction to 0.60 after teaching. This underlines how the alpha statistic always relates to a particular administration of an instrument.…”

Section: Examples Of Alpha Cited In Measuring Cognitive Constructssupporting

confidence: 85%

“…Bretz and McClary (2014) calculated and reported alpha for their administrations of an instrument used in a study of undergraduates' understandings of the concept of acid strength but concluded that "the traditional threshold of 0.7 as indicative of acceptable reliability is actually a flawed metric when it comes to diagnostic assessments" (p.216). Berger and Hänze (2015) describe how for the knowledge test they used in their study of the jigsaw learning method, "the internal consistency as measured by Cronbach's alpha coefficient was 0.45 for their pre-test and 0.60 for the post-test, which we considered acceptable given the limited number of test items and the broad range of tested knowledge" (p.303). That is, internal consistency (i.e.…”

Section: Alpha Used To Characterise Tests Of Broad Knowledge Domainsmentioning

confidence: 99%

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The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

2017

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Cronbach's alpha is a statistic commonly quoted by authors to demonstrate that tests and scales that have been constructed or adopted for research projects are fit for purpose. Cronbach's alpha is regularly adopted in studies in science education: it was referred to in 69 different papers published in 4 leading science education journals in a single year (2015)-usually as a measure of reliability. This article explores how this statistic is used in reporting science education research and what it represents. Authors often cite alpha values with little commentary to explain why they feel this statistic is relevant and seldom interpret the result for readers beyond citing an arbitrary threshold for an acceptable value. Those authors who do offer readers qualitative descriptors interpreting alpha values adopt a diverse and seemingly arbitrary terminology. More seriously, illustrative examples from the science education literature demonstrate that alpha may be acceptable even when there are recognised problems with the scales concerned. Alpha is also sometimes inappropriately used to claim an instrument is unidimensional. It is argued that a high value of alpha offers limited evidence of the reliability of a research instrument, and that indeed a very high value may actually be undesirable when developing a test of scientific knowledge or understanding. Guidance is offered to authors reporting, and readers evaluating, studies that present Cronbach's alpha statistic as evidence of instrument quality.

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Section: Examples Of Alpha Cited In Measuring Cognitive Constructssupporting

confidence: 85%

Section: Alpha Used To Characterise Tests Of Broad Knowledge Domainsmentioning

confidence: 99%

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

2017

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“…In addition, students' gathering information in an autonomously and self-adjusted way and making explanations to each other contributed to the positive results of the study. In this way, it could ensure a meaningful set of information through the pieces of information by utilizing what individuals learn from others [43,46]. Berger and Hanze [46] stated that oral language is mostly used in the student-student interactions of cooperative learning groups, and this issue affects the process of learning from each other in a negative way.…”

Section: Discussionmentioning

confidence: 99%

“…In this way, it could ensure a meaningful set of information through the pieces of information by utilizing what individuals learn from others [43,46]. Berger and Hanze [46] stated that oral language is mostly used in the student-student interactions of cooperative learning groups, and this issue affects the process of learning from each other in a negative way. In our study, despite the use of verbal communication in theoretical lessons, experiments were carried out through experiential learning under the guidance of an expert student in each experiment in laboratory practices and in cooperative learning groups.…”

Section: Discussionmentioning

confidence: 99%

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The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

Karaçöp¹

2017

ujer

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The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science teachers (6th term) who attended science teaching laboratory practices course in the 2014-2015 academic year. In the research, science teaching laboratory practices course was carried out in accordance with a Jigsaw method based on cooperative learning in an experimental group and a confirmatory laboratory method in a control group. Following the treatment, Science Laboratory Physic Achievement Test (SLPAT) was administered as the post-test. The data obtained with the instruments were evaluated using descriptive statistics, independent samples t-test, and ANCOVA. The results indicated that the student teachers had higher levels of achievement in physics topics which were taught through the Jigsaw method based on cooperative learning than through a confirmatory laboratory method. In addition, according to the SLPAT results, students' high levels of misunderstanding revealed that there were problems in the teaching process of physics concepts. It was determined that the student teachers in the research groups had conceptual misunderstandings about sound, electricity, magnetism, light and optics issues. Based on the applications performed in this study, the original Jigsaw was adapted to science laboratory applications as an alternative to the existing Jigsaw techniques in the literature. With similar efforts, the experiences of prospective science teachers can be enhanced for implementing modern teaching methods in their respective areas in the pre-service period. Thus, the provision of professional development of the pre-service science teachers can be supported.

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How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

Richter

Wehrle

Scheiter

2021

Applied Cognitive Psychology

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In multimedia learning, graphs are seen as just one specific instance of pictorial representations requiring the same cognitive processes as realistic depictions. Accordingly, learning from text‐graph combinations should also benefit from the same instructional support such as signaling of text‐picture correspondences depending on learners' prior knowledge. We investigated whether this expertise reversal of the signaling effect could be replicated for text‐graph combinations. Students (N = 101) with different prior knowledge levels learned with text‐graph combinations that were either enhanced with signals or not. Results indicate an expertise reversal effect on learning outcomes. A moderated mediation analysis of students' visual attention showed that this pattern could be explained by the fact that students with low prior knowledge (LPK) fixated the graph information earlier, whereas high prior knowledge students fixated the graph later when signals were present. Our results suggest that instructional support should be adapted to students' prior knowledge.

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Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

Cited by 76 publications

References 48 publications

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices

How the poor get richer: Signaling guides attention and fosters learning from text‐graph combinations for students with low, but not high prior knowledge

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