Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

Abstract

This study examined the influence of the jigsaw cooperative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners' conceptual knowledge development and attitudinal change towards calculus. The post-positivism quantitative methods approach employed in a non-equivalent pre-and post-test comparison group quasi-experimental design. The samples had drawn using two-stage random sampling techniques. The sample size was 150 in both the experimental and comparison groups. Data were collected by using the calculus classroom achievement test and the five points Likert-scale attitude questionnaire. Data were analyzed using descriptive analysis, an independent-samples t-test and Two-Way ANOVA for repeated measures using SPSS 23.0. The results showed a statistically significant difference between the two groups of pre-post test scores on the Two-Way ANOVA, F(1,148)=106.913; 2 = .419; p<.01. The finding also implies that the blended learning strategy grounded in Vygotsky's social constructivism cognitive development learning theory had big practical significance on learners' conceptual knowledge development. Learners viewed the JCLGS as enjoyable and interesting. It was also a socially interactive and collaborative environment that allows learners' to be reflective, share prior experience and knowledge and independent learners. It encourages them to have a positive attitude towards calculus and GeoGebra. Because of this finding, mathematics and science educators are advised to model a similar blended learning strategy in a classroom instructional setting. It will benefit their learners to adequately construct conceptual knowledge and positively change their attitude towards mathematics.

Enhancing Students’ Science Achievement through Jigsaw II Strategy

“…The results of the study is parallel with previous studies on the effectiveness of Jigsaw learning strategy in improving students' achievement (Abed et al, 2019;Azmin, 2016;Gömleksiz, 2007;Kam-Wing, 2004), developing students' conceptual knowledge and understanding (Yimer & Feza, 2019), enhancing students' attitude (Kam-Wing, 2004;Yimer & Feza, 2019).…”

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

“…This is due to the more knowledge other (MKO) principle by (Vygotsky, 1980). Yimer and Feza (2019) refer to MKO as one who has better or best opinion, knowledge and skill in relative to others in their respective team learning in a given social learning environment of a certain subject/course. Following, one learning activity on a certain lesson was administered to one member in the home Jigsaw group.…”

“…An indispensable and a formal calculus course available for their higher learning which bridges secondary school and advanced university mathematics is intermediate calculus. Intermediate calculus course is one of a fundamental mathematics courses offered for the first year degree program learners enrolled in the Mathematics, Physics, Chemistry, and Statistics departments during their freshman study in the College of Natural and Computational Sciences of two Ethiopian public universities (Yimer & Feza, 2019). Technology and engineering learners have also taken this same course with the addition of some other topics as Applied Mathematics I.…”

“…This is an indicator for educational stakeholders to make an effort in transforming this unfavourable learning environment for intermediate calculus into favourable one in which learners have interest and enjoy it for successfully accomplishing advanced mathematics learning outcomes and cognitive development. In conclusion, intermediate calculus course is compulsory, central and very pertinent course that requires special attention first year undergraduate STEM and social science disciplines like business and economics learners to qualify for their degree in the program of study worldwide (Sebsibe & Feza, 2019;Yimer & Feza, 2019). Yimer and Feza (2019) also argue that calculus diverse ideas have potential to define and model problems that involve change in real life situations.…”

“…In conclusion, intermediate calculus course is compulsory, central and very pertinent course that requires special attention first year undergraduate STEM and social science disciplines like business and economics learners to qualify for their degree in the program of study worldwide (Sebsibe & Feza, 2019;Yimer & Feza, 2019). Yimer and Feza (2019) also argue that calculus diverse ideas have potential to define and model problems that involve change in real life situations. Boz yaman (2019); Sebsibe and Feza (2019) confirms this argument by stating that intermediate calculus is an introductory course of making sense of real life situations to learners that are science and engineer oriented through mathematics.…”