The Effect of Self-regulated Jigsaw IV on University Students’ Academic Achievements and Attitudes towards English Course

Abstract

This study aims to determine the effect of self-regulated jigsaw IV upon university students' learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students' academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies.

Enhancing primary students’ understanding of social studies through the Jigsaw approach

“…Though the findings showed that the Jigsaw approach was effective in improving students' motivation to learn and their understanding of the subject matter, the change of role of the teacher from the traditional role to the facilitator could be the main challenge of implementing this approach. This finding is similar to other findings where the teacher became the facilitator in students' group activities [12][13][14] and [15]. Firstly, the teacher had difficulties in grouping the students.…”

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

“…Finally, the teachers' role changed Instead of transferring knowledge directly, into being guided for feedback misunderstandings and learning' facilitator to enable students to form SRLSs. These results agree with (Nguyen& Ikeda, 2015;Butzler, 2016;Ozdemir & Arslan, 2016) The four examined SRL skills; "goal setting and planning", "Keeping Records and Monitoring", "Rehearsing and Memorizing" and "Seeking Social Assistance" are considered unlimited outcomes, which the formation of FCRS helped the students to improve; since the first and second sub-skills could be improved at home and the third and fourth sub-skills in class; remarks appeared that students established goals and planed their home tasks' activities related to received Mashups according to time schedule, the Blackboard is considered a records monitoring the home activities and forums as well; whereas in class the students practicing activities require recall the learned data, and no doubt, become social aid form group' peers and feedback from teacher to achieve the classroom task. All these outcomes may equate the students' learning and academic achievement as well, these results approved with (AlJarrah, 2010;LeanaTascilar, 2016, Zimmerman, 1990Zimmerman1995;Ahmed, 2007;Butzler, 2016;Geduld, 2016).…”

“…A review of the previous studies indicated that these results agree with the results of: (Haroun& Sarhaan, 2015;Ozdemir;Zainuddin& Halili, 2016;Strayer, 2012;Talley & Scherer, 2013;Bradford et al, 2007;Ambreen, Haqdad & Saleem, 2016), who shown a positive effect of flipped learning model on Achievement. While the results did not agree with the results of (Shyu, 2014), who found no significant difference in the achievement, and (Blair, Maharaj & Primu, 2016) who reported a small progress effect of FCRS to enhance the Achievement.…”

“…Though, it showed that the planning sub -element was only indicator for the educational achievement (Leana-Tascilar, 2016). The study of Ozdemir and Arslan, (2016) indicated that students' academic achievement increased significantly by the effect of self-regulated jigsaw IV compared to traditional method; though attitudes towards English not significantly increased. However, students can benefit SRLSs in other independent educations.…”

Coopérer en éducation physique : Le Jigsaw, une méthode prometteuse ?

“…L'efficacité de cette méthode peut être reliée au fait qu'elle permet de satisfaire les besoins psychologiques fondamentaux des élèves : l'autonomie, la compétence et l'appartenance sociale (Deci & Ryan, 1985). La méthode Jigsaw permet aux élèves de devenir des apprenants actifs, responsables de leur propre apprentissage (Özdemir & Arslan, 2016). Les élèves fixent leurs propres objectifs d'apprentissage, approfondissent leurs connaissances et font des efforts pour que leurs camarades acquièrent des connaissances théoriques qu'ils ont apprises (Maden, 2011).…”